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Children’s Wellbeing People - Learning and Achievement Service – Herefordshire Computing Support
Computing Policy (for Learning and Teaching)
Herefordshire Primary Schools
A template for school based discussion
The cover photograph is by Flickingerbrad and is used under the terms of the Creative Commons License.
It can be found at www.flickr.com
Page 2 Version 2 - August 2014 [email protected]
Introduction You may wish to delete this section from your final policyThis Primary School Computing Policy Template is intended to help schools produce a suitable policy document of their own which will consider all current and relevant issues, in a whole school context, linking with other relevant policies.
This does not need to be a lengthy document; indeed it will be more effective as a shorter one.
In order to translate good policy into good practice it would be good to involve as many people in developing it as is possible.
How to use this policy templateThis template policy for Herefordshire schools has been written from scratch in 2012 and it attempts to match the situation that is found in most Herefordshire primary schools. For many schools, however, some of the content will be aspirational. In adapting this template for your school you should consider carefully where you think you are on this journey and put some of its content into your Computingdevelopment plan.
The e-safety and e-security policy templates are sister policies to this one and are an essential requirement in any school. There are many cross references. If you do not have an up to date policy then you should certainly consider adopting these.
It is even more important with these policies that a wide cross section of your school community is involved in their creation (at the very least all teaching staff) as the issues contained in them are new to some and constantly evolving.
Please contact [email protected] for help.
The ICT Mark (and Self-review Framework) is a nationally recognised award provided by NAACE (formerly by Becta) which you might like to consider adopting. Even if you don’t go forward for the reward the Self-review Framework (a tool which schools need to use to prepare for the award) is an excellent way of improving computing provision in your school.
To help you further in this process, we have written this policy template so that the headings easily cross reference with those in the Self-review Framework. Furthermore, the statements contained in this policy (and those cross referenced in the e-safety template), if transferred from policy to practice, will allow your school to meet the required standards for the ICT Mark award.
If you’d like help to take this further please contact [email protected].
The self-review tool can be found at http://www.naace.co.uk/ictmark
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Modifying this policy templateWithin this template sections which include information or guidance are shown in small print and in a box like this one. It is anticipated that schools would remove these sections from their completed policy document, though this will be a decision for the group that produces the policy.
Statements and bullet points in normal 11pt text are those that we consider should form a part of your finished policy, though feel free to modify them so that they reflect your approach in school.
Where sections in the template are written in italics it is anticipated that schools would wish to consider whether or not to include that statement in their completed policy. You may also wish to write some of your own.
The table of contents (which also contains links to the sections in the document) has been added properly and automatically draws its data from the text in the document using the styles Heading 1, Heading 2 and Heading 3. (ie any text in the document that has that formatting will appear in the table of contents). To update the table of contents just right click over any part of it and select Update Field then choose Update entire table.
Headers and footers – please feel free to double click in these areas to modify their contents.
Links to other core computing policies / documentsYou will have other core computing policies in school (if not, Herefordshire templates are available for those too) and it is important that these all agree. Furthermore, each of the policies below are cross referenced. We suggest the following:
Computing Policy (This policy.) How ICT and the subject of computing is used, managed, resourced and supported in our school
E-Safety Policy How we strive to ensure that all individuals in school stay safe while using ICT. The e-safety policy constitutes a part of the computing policy.
E-Security Policy How we categorise, store and transfer sensitive and personal data. This links strongly and overlaps with the e-safety policy.
ICT Progression Four key documents and associated resources directly relating to learning covering the computing Curriculum
Mark Sanderson Senior Computing Consultant – Herefordshire Learning and Achievement Service
August 2014
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Contents Introduction.........................................................................................................3
How to use this policy template........................................................................................................3
Modifying this policy template..........................................................................................................4
Contents..............................................................................................................5
Section 1 Leadership and management..............................................................71a: Our school’s vision for ICT............................................................................................................7
The vision..........................................................................................................................7
Reviewing the vision and policy.........................................................................................7
1b Our strategy to achieve the vision................................................................................................7
Strategic leadership of ICT.................................................................................................7
Budgeting for ICT...............................................................................................................7
Environmental impact.......................................................................................................8
Safeguarding......................................................................................................................8
1c: Managing information.................................................................................................................8
Information management strategy...................................................................................8
The use of ICT to support assessment recording and reporting........................................9
Communication strategy...................................................................................................9
Section 2 Planning...............................................................................................92a: Whole-school planning for ICT.....................................................................................................9
Developing ICT capability and ICT to support the curriculum............................................9
Planning for continuity within and between classes, phases and schools.......................10
Planning for ICT for inclusion...........................................................................................10
Planning for e-safety.......................................................................................................10
2b: Curriculum leadership................................................................................................................10
Leadership for the development of ICT capability...........................................................11
Leadership of learning and teaching with ICT..................................................................11
Evaluating learning and teaching with ICT.......................................................................11
Review of the curriculum................................................................................................11
Section 3 - Learning...........................................................................................123a. Teaching and the learning process.............................................................................................12
Developing ICT capability................................................................................................12
ICT use for learning and teaching....................................................................................12
Learning with ICT beyond the school...............................................................................12
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3b: Pupils’ learning experiences......................................................................................................12
Effective and safe use of digital resources.......................................................................12
Section 4 - Assessment of ICT capability............................................................13Assessment, recording and reporting of ICT capability....................................................................13
Section 5 - Professional development...............................................................145a: Planning for professional development.....................................................................................14
Identifying individual staff skills and needs.....................................................................14
Identifying whole-school ICT development needs...........................................................14
5b: Implementation.........................................................................................................................14
Meeting school and individual ICT needs........................................................................14
5c: Review........................................................................................................................................15
Monitoring and evaluating the Impact of professional development.............................15
Section 6 - Resources.........................................................................................156a: Provision....................................................................................................................................15
6a1: Physical environments: ICT kit and its deployment.................................................15
6a3: Internal and online connectivity..............................................................................16
6a4: Digital learning resources........................................................................................16
6a5: Environments for online learning (VLE)...................................................................17
Management information systems (SIMS)......................................................................17
6b: Management of ICT resources...................................................................................................17
Procurement...................................................................................................................17
Technical support............................................................................................................18
Data security and safeguarding.......................................................................................18
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Section 1 Leadership and management1a: Our school’s vision for computingThe visionWe see computing as an important tool to help bring our children’s learning to life;
To develop computational thinking as a skill directly relating to computing but also as a type of literacy for life and for learning
to enhance the experiences that are possible as we learn,
to extend learning and experiences out beyond our school,
as a communication tool for communication between all members of our community and those outside it.
And to do all of this safely and responsibly
Reviewing the vision and policyAll members of staff at our school are responsible for feeding ideas into the on-going development of our vision. We live in an exciting world where technology is developing at a faster rate than ever before. More people are switched on to the possibilities that ICT has for them and it is our policy to make use of developing technologies in the best possible way to enhance the experience of all members of our school community.
This policy is reviewed annually or more often if significant changes in technology arise. This policy, and all revisions, is ratified by the governing body.
1b Our strategy to achieve the visionStrategic leadership of computing Day to day responsibility for the delivery of the computing curriculum rests with class teachers.
The computing coordinator is responsible for developing the school strategy for computing taking into account opinions expressed by all members of the school community, particularly classroom based staff. This development is also informed by external factors and developments in technology.
The school maintains an on-going relationship with Herefordshire’s Computing Support Team and we seek to ensure that, where appropriate, our computing development reflect priorities at local authority and national levels. The recommendations of our technical support provider (see below) are also taken very seriously.
The computing coordinator is ultimately responsible to the head teacher and governing body in whose hands all final decisions on strategy rest.
Budgeting for computingRecent financial constraints, changes in funding arrangements from central government and ever increasing pressures on limited finance across the whole school have brought serious challenges here.
A dedicated and guaranteed computing budget is, for now, a thing of the past.
Recommendations for ICT spend are brought by the computing coordinator, via the computing development plan to the management team and governors’ finance committee who consider the funding requirements alongside other request for funds within school.
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AND / OR …
Our school still budgets for dedicated computing funding. These funds are allocated to appropriate computing expenditure highlighted in the computing development plan by the computing coordinator in consultation with colleagues.
Our head teacher and governing body are mindful of the expensive yet essential high budgetary costs of maintaining and developing our ICT infrastructure.
Environmental impactThe list of environmentally friendly measures (some in italics below) could grow quite long! In developing this policy it would be good to reflect on what you do as a school here, add to the list and produce a development policy for future development of this area. If you have quality marks in this area you should also mention that.
Our school takes seriously all issues relating to the environment and this is no less true with computing resources. We strive to ensure that all purchasing decisions are backed by sound research and guidance so that every piece of ICT equipment will last as long as possible.
With the assistance of our technical support providers we strive to ensure that the life of any piece of ICT equipment is extended as long as is reasonably possible without making unnecessary demands on technical support or causing unnecessary problems in lessons.
At the end of their useful life we ensure that computer equipment is disposed of in an environmentally friendly way, safely and securely, after any data has been removed.
It would be appropriate to outline precisely how this is dealt with. Your technical support provider will be able to help.
We operate a “print once” policy in school: all staff and children are encouraged to check work thoroughly on screen before printing and only then to print when appropriate.
Documents that are better kept as electronic copies are left in that format and shared as is appropriate via the school network or the VLE.
We strive to operate a paper free policy for all meetings where as many documents as possible remain electronic, staff bring laptops to meetings, ICT facilities are provided for children where possible and paper copies are not circulated.
We are moving to place as much information to parents as possible on the school’s VLE and fewer letters are being sent home.
SafeguardingThe school has highly developed policies on E-Safety and E-Security. Please see those policies.
Templates are available for each of these on the Herefordshire VLE. Please contact a member of the Herefordshire Computing Support team if you would like help in locating these or with adoption and implementation of them within school.
1c: Managing informationInformation management strategyPlease see the school E-Security Policy
A template for which is available on the Herefordshire VLE. Please contact a member of the Herefordshire Computing Support team if you would like help in locating these or with the adoption and implementation of them within school.
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The use of ICT to support assessment recording and reportingYou should include some statements here to explain how ICT is used to support these thing in your school. There are quite a number of packages in use in Herefordshire schools. Many use SIMS. This section refers to assessment, recording and reporting in its widest sense – not just of computing.
Communication strategyThis is an area that has exploded in recent years in the outside world and many schools are now making use of social network tools to communicate with parents (Facebook, Twitter etc.) often with this functionality built into school websites. There are a range of statements here, some of which may not apply to your school. If you’d like to investigate any of them, please get in touch with us.
Our school website (www.ourschool.hereford.sch.uk) is used primarily as a window on our school for those that are not already a part of our community.
Our website is provided for us by xxxxxxx and managed on a day to day basis by our school administrator. Class teachers regularly contribute high quality work by children for use on the site (see E-safety policy for permissions etc.)
We use the VLE to communicate with parents especially when any information is sensitive and not appropriate for the school website (see section 6a)
Our school has a Facebook page which is used on a more informal basis to communicate with parents and those outside the school.
We have a Twitter account and this is used to communicate with parents.
We use a SMS texting system to send urgent messages to parents’ mobiles.
Section 2 Planning2a: Whole-school planning for computingDeveloping computing knowledge and skills and IT to support the curriculum
This heading hints at the distinction between learning in the subject of computing that supports the core computing curriculum and develops children’s computing skills and that which merely supports learning in other areas of the curriculum without necessarily helping to build children’s skills. Both are entirely valid but there should be a distinction between the two at least for teachers who need to ensure that the former is actually taking place. Computing Capability is achieved when children not only have the skills but know why they are needed and can make their own choices about when it is and isn’t appropriate to use ICT for a particular task
Our school uses the Herefordshire Computing Progression for the planning and delivery of computing both as a discrete subject and across the curriculum. Much planning for computing begins with the whole curriculum, particularly in the information technology strand and teachers plan computing opportunities where they will enhance, extend and motivate learning in other areas.
Our computing curriculum is based around the three main headings in the Key Stage 1 and 2 programmes of study:
computer science (CS)
information technology (IT)
digital literacy (e-safety) (DL)
Computer science and digital literacy are timetabled in our school, information technology is integrated into the whole curriculum.
OR …
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Each class has dedicated time for computing on their class time table. At such times appropriate ICT resources (see section 6 of this policy) are timetabled for their use.
There is some flexibility around the use of ICT resources at certain times of the week and all classes can plan to make use of these times as necessary.
Planning for continuity within and between classes, phases and schoolsLong term planning is carried out using the long term planning grid from the Herefordshire Computing Progression (www.herefordshirecomputing.com ). This grid maps elements of the IT strand out across each year and across the curriculum. It also defines the half termly slots when computer science and digital literacy is taught.
Medium term plans are created following the common format for all subjects within our school.
Short term plans for CS and DL (lesson plans) are devised by teachers (often using the resources signposted in the Herefordshire Computing Progression as a starting point.
Short term plans for IT (lesson plans) usually take the form of an IT element contained within plans for host subjects across the whole curriculum.
Planning in the Herefordshire Computing Progression is based around pairs of year groups and there is consistency across the whole Primary phase.
Teachers, particularly of adjacent year groups, work together when creating long term plans for computing to ensure continuity and coverage.
Teachers in the EYFS use a range of planning ideas (the Herefordshire ICT Progression – though now out of date and due for rewriting - link the approaches of the two phases). They work closely with teachers in lower KS1 to ensure a smooth transition of learning in ICT and a continuation of a child centred approach from Early Years.
The Herefordshire Computing Progression links well to the KS3 curriculum
Transition arrangements from primary to secondary phase are in place in our school and these include computing.
Add a little detail here of any such arrangements.
Planning for ICT for inclusionWe recognise the advantages of the using of computing / ICT for pupils with additional needs and we use ICT to:
address pupils individual needs
increase access to the curriculum
improve language skills
We promote equal opportunities for computer usage.
The school monitors the level of access to computers in the home environment to ensure no pupils are unduly disadvantaged.
The after-school computer club targets pupils who do not have computers at home.
Computer hardware, software and peripherals used in the school are chosen to ensure that they are non-discriminatory and promote equal opportunities.
All pupils follow the National Curriculum including computing.
Planning for e-safetyPlease see the school E-safety policy
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2b: Curriculum leadershipThis section is likely to refer in the most part to the computing coordinator, however, the more people who are involved in formulating policy and influencing curriculum changes the better. Effective coordination of computing can only be achieved in a school where senior managers recognise its importance and provide financial backing not only to build, maintain and refresh the ICT infrastructure but also to give the coordinator to monitor and consult effectively.
Leadership for the development of computing capabilityLeadership is provided by the computing coordinator who has oversight of the core computing curriculum, implemented through the Herefordshire Computing Progression.
The computing coordinator monitors the teaching of computing across the school to help ensure a consistent approach and proper coverage of the curriculum.
The computing coordinator ensures that resources are in place to support this teaching. Where local resources are insufficient or inadequate we liaise with other schools and the local authority (Herefordshire Computing Support) to secure appropriate short term loans, often for very specific areas of the computing curriculum, such as programming, control data logging etc. At the same time the computing coordinator ensures that appropriate support is in place for the effective use of these.
Leadership of learning and teaching with ICTAll class teachers and subject leaders play a role in guiding the development of computing / ICT resources which help to extend and enhance learning within specific subject areas.
Discussion takes place on an on-going basis between class teachers and subject leaders with the computing coordinator and senior management team as to how resources might best be developed.
The school buys into a number of key cross-curricular digital content packages which are primarily to support learning across the curriculum rather than specifically in computing. These are used consistently across the school and are monitored by the computing coordinator.
Evaluating learning and teaching with ICTAll class teachers are responsible for the on-going evaluation of their own teaching and their children’s learning.
Computing is heavily linked to learning in all subjects and is therefore constantly under review along with those other subjects.
The computing coordinator has responsibility for monitoring the teaching of the subject. This is carried out through an examination of:
Scrutiny of teachers’ computing planning
Scrutiny of children’s work
Observations of lessons.
Review of the curriculumThe subject of ICT was replaced by computing from September 2014. There is a good deal of work to do to ensure that teachers are confident to deliver the requirements of the new curriculum. The Herefordshire Computing Progression continues to provides a good structure for teaching but this should constantly be under review to make sure that it meets the needs of your children and your curriculum.
The core computing curriculum as well as the use of ICT to support the whole curriculum is constantly informally under review. This review is informed by:
The individual and collective needs of our children and feedback gained from children
Developing technology
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The effectiveness of our current curriculum
Changing curricula (computing and whole curriculum) at national level
E-safety guidance
Advice from local authority computing consultants and our technical support provider.
When a substantial redesign of the computing curriculum is considered necessary this is carried out by the computing coordinator and necessary planning documentation changed.
Section 3 - Learning3a. Teaching and the learning processDeveloping ICT capabilityThe Herefordshire ICT Progression provides teachers with a structure to ensure that all children have the opportunity to develop their ICT capability
ICT skills - enables all teachers to gauge a range of expectations that may be appropriate for their children.
ICT knowledge and understanding - draws out the teaching points within each strand of ICT helping children to understand why (and perhaps why not) it is appropriate to use ICT.
Cross curricular examples - show how opportunities to develop capability can be planned into both discrete and subject based lessons. In this way all children are offered the full breadth of entitlement.
Our planned curriculum includes opportunities for children to develop their ICT capability. Teachers need to be clear about what the learning objectives are to develop that capability, and assess children’s progress in learning techniques, applying these techniques in their learning and in developing their higher order thinking making qualitative judgements about when and when not to use ICT.
ICT use for learning and teachingThe Herefordshire ICT Progression puts the whole curriculum at the heart of ICT. This section, however is really about those ICT applications that support any aspect of the wider curriculum but which does not necessarily do anything for a child’s ICT capability or develop any generic ICT skills.
In addition, children make use of ICT and their computing skills to enhance their learning across the curriculum.
A range of digital learning resources are available in and out of school for this purpose (see section 6 of this policy).
Learning with ICT beyond the schoolAll children are encouraged to make use of ICT outside school.
Homework which specifically makes use of ICT is set from time to time. In such cases provision is made for those children who have insufficient ICT provision at home through our ICT homework club.
Children are encouraged to make use of their own ICT facilities at home to complete home based tasks. When this happens such use is celebrated and shared back in school.
Our VLE is used to strengthen use of ICT at home and to extend learning beyond school (see below)
3b: Pupils’ learning experiences
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Effective and safe use of digital resourcesThis is really about health and safety rather than digital safety which is dealt with in the separate E-safety policy
Pupils are made aware of health and safety issues relating to the use of ICT resources. These include:
showing pupils how to adjust the brightness and contrast settings of displays
seating position with computers and tablets
correct procedure for using a mouse / glide pad
regular reminders not to look directly into projector beams.
How to transport portable equipment (especially laptops and tablets) safely
When using the ICT suite all staff will make a visual check of equipment specifically to ensure that:
they are aware of the location of the closest fire extinguisher suitable for electrical fires
there are no trailing cables or leads which could constitute a health hazard
there are no daisy-chained electrical extension sockets in use
there are no damaged chairs or other faulty or potentially hazardous equipment
Lessons involving substantial use of ICT should be structured to ensure that there are periodic breaks where pupils’ attention is directed away from the monitor to a distant object such as the teacher or interactive whiteboard.
Computers located in classrooms are positioned, wherever possible, away from light reflection and glare. The optimum position is at right angles to the natural source of light.
All equipment is checked annually under the Electricity at Work Regulation 1989.
Health and Safety information relating to individual pieces of technology (provided by manufacturers / suppliers and other independent organisations) is carefully considered when making procurement decisions. This guidance it also taken into account when using such equipment.
Regular Risk Assessment surveys are conducted by the designated health and safety representative; faults are logged and appropriate action taken.
Risk assessments are reviewed annually.
Please see the separate policies on E-safety and E-security.
Section 4 - Assessment of computingAssessment, recording and reporting of learning in computing
There is a good deal of support for assessment in the Herefordshire Computing Progression If you’d like further guidance please contact a member of the team.
We recognise that assessment is central to classroom practice. Effective assessment establishes what a child knows, understands and can do. It also informs the planning of future learning and enables a school to review the effectiveness of the curriculum and teaching.
All teachers report annually to parents, describing progress in computing. This report contains comments on the child's progress, achievement, strengths, weaknesses and next steps.
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The Herefordshire Computing Progression provides assessment tools based on the programme of study for computing in the National Curriculum (2014). These are used on an on-going basis to track progress.
Our school uses
The detailed assessment grids
The simple assessment grids
The grids work very much like the APP assessment and can accompany the child throughout the school.
Statements in the grids are highlighted regularly on a “best fit” basis (using a different colour each time) to record on-going assessment.
A record of date of assessments and colour used is kept (at the bottom of the sheet).
Once gathered, the assessments can be entered into SIMS Assessment Manager.
For further information on assessing computing please see the guidance in the Computing Progression.
Section 5 - Professional development5a: Planning for professional developmentIdentifying individual staff skills and needsThe Herefordshire Computing Progression offers a simple means of identifying individual staff skills and development needs via the Staff Skills Audit.
Individual development needs are also communicated to the computing coordinator on an on-going basis.
The evaluation of the teaching of and learning in computing (see section 2b) is also used to identify gaps in individual teachers’ knowledge.
All teachers are encouraged to identify specific ICT skill needs in the performance management process. The same may be suggested for teachers in this process by the appraiser.
Identifying whole-school ICT development needsWhole school development needs are often associated with the introduction of technology new to the school, or with the development of already existing resources. These needs are considered at the point of introducing technology when training and support are built into the computing action plan and the school’s professional development plans.
5b: ImplementationMeeting school and individual ICT needsThe computing coordinator considers the needs of individual members of staff and the school as a whole and provides appropriate support.
This support may be provided
internally (using skills already in the school) via coaching, mentoring and sharing of skills
by the Herefordshire Computing Support team
by a teacher in another school
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externally by third party providers of support / suppliers of equipment
Support may be in a variety of forms as appropriate:
whole school staff meeting
individual support for teachers
in class support for teachers alongside the children
attendance at an appropriate course
by using appropriate e-learning resources
5c: ReviewMonitoring and evaluating the Impact of professional developmentThe computing coordinator monitors the impact of professional development activities with due regard for the effect on learning and teaching and with “value for money” in mind.
Future professional development and performance management reviews build on the results of this evaluation of support provided.
Section 6 - Resources6a: ProvisionPhysical environments: ICT kit and its deployment
In this section you will need to specify what resources your school has for computing and how they are deployed. This will be different for every school but here are some statements to get you started, they reflect common scenarios in Herefordshire primary schools. Please edit, delete and add your own.
There is no need to include precise quantities of kit here, this will result in too many updates to your policy!
We recognise that computing capability is best developed when there is a real reason both to develop and apply the particular aspect of the computing curriculum and when children have access to resources as a normal part of their learning. For this reason we endeavour to ensure that ICT resources are as accessible to children as possible in their normal learning environment.
Laptops are seen as the main ICT tool in our school. These are stored in lockable charging trollies which are stored in strategic locations in the school.
Sets of laptops, sufficient for a class to work effectively, are timetabled to each class x times a week.
In addition, there are free times when laptops are available to all classes and are booked out on a weekly basis via a shared time table.
Laptops are returned to the trolley and plugged in for charging when not in use
Each member of staff is allocated a laptop for their own school use while they are employed by our school. This is for professional use and is used as indicated in the school’s E-safety policy.
A number of desktop computers are also spread around the school, some in classrooms and some in shared areas.
We have a shared ICT room equipped with sufficient laptops / desktop PCs for a class.
Our ICT room is timetabled for each class x times per week. The remaining time is available to be booked by teachers via a shared booking timetable
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A number of tablet devices (eg iPads) are available. These are currently being used by class x / available to all classes and are booked out to classes.
Each classroom is fitted with a Promethean interactive whiteboard. This is connected to a desktop computer / laptop
Digital visualisers are available in many classrooms.
Pupil response devices (ActivExpression and / or ActiVote) is available to all classes but primarily used in class x
Digital cameras are allocated to each class. These are loaned between classes when appropriate.
The following are available for use by all classes and are central school resource.
Digital video recorders
Digital audio recorders and microphones
Datalogging kit (EasySense)
Control equipment (FloGO)
WebCams for video conferencing, animation, etc
iPods
…
Additional equipment to supplement much of the above is borrowed from the local authority Herefordshire Computing Support team and / or from other schools to supplement our own resources for specific projects from time to time.
ICT facilities are made available to children outside school time, especially to those with insufficient access to ICT at home through our homework ICT club ….
Internal and online connectivityThe school receives Internet and Broadband services via Hoople (through a service level agreement). This provides us with a connection to the National Education Network and to JANet (the Joint Academic Network used by all educational institutions in the UK). Our current connection speed is ????.
ICT Services will be able to give you more guidance on Broadband issues. This section links to the E-safety policy, in particular over filtering.
Hoople’s Internet and Broadband Services SLA also provides the school with appropriate antivirus protection and appropriately filtered internet access (please see the E-safety policy for details).
We have a wireless network in place in school giving closed access to ICT on the school’s mobile technology throughout the site.
Network points are available where they need to be throughout the school for the connection of non-mobile devices.
All members of our school community sign acceptable use agreements before they are permitted to use any ICT facilities (see E-safety policy)
Digital learning resourcesThe school’s software map, resources maps and app lists makes clear how the core ICT software is used to support the development of learning in computing throughout the school.
A template software map, resources map and recommended iPad apps list is available for schools to download. Additionally, the ICT Progression site has an on-line version with links to publishers’ websites.
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Please contact a member of the Herefordshire Computing Support Team if you’d like help with this. This contains suggested applications to support all areas of the Herefordshire ICT Progression. As the number of ICT devices extends additional maps will be necessary
In addition, many applications are available to support learning in all subjects throughout the school.
In particular the school subscribes to a number of on-line digital resources which are available throughout the school on all hardware. Some of them are also available for pupil use outside school. These are:
Espresso (www.espresso.co.uk)
Education City (www.educationcity.com)
MyMaths (www.mymaths.co.uk)
J2E (www.j2e.com)
Purple Mash (2Simple) (www.purplemash.com)
Tout le monde (www.tout-le-monde.co.uk)
Audio Network (www.audionetwork.nen.gov.uk)
…
Environments for online learning (VLE)You’ll need to explain here what your school does to maintain some kind of online presence for learning. Ideally this will go a little further than the sort of functionality that can be provided through a conventional website. If you are using the Herefordshire VLE then that is what you need to talk about her. If not explain what you have instead. Some suggested statements are offered here.
Our school uses the Herefordshire itslearning / MyLearning VLE (virtual learning environment)
The VLE is used in different ways and at different levels throughout the school to improve communication and help to facilitate learning in and out of school.
The VLE is one of the main channels of communication for parents. All communications to parents are uploaded to the VLE.
We use the VLE to maintain a dialogue with parents of children in EYFS (a Learning Journey). From these early beginnings children gradually take over and use more of the functionality in the product.
OR
Our school has taken the decision not to use a formal VLE. Instead we use more limited facility on our school website to share information with parents and to point children in the direction of appropriate online learning experiences linked to our curriculum.
Home access to some of our digital content packages, specifically ……. (see above) helps to provide some access to VLE functionality to individual children (homework in Education City, for example)
Management information systems (SIMS)This is SIMS and any other ICT systems you use for admin tasks (by teachers as well as admin staff). So if you use Classroom Monitor (for example) to record assessment and generate reports you should add that in. Don’t forget finance systems.
A key feature here is access to such systems for staff when they are not in school (more than likely through remote access to the school network. If this is not possible yet it would be worth discussing the possibilities with your technical support provider.
SIMS is used as our core school information management system by staff.
Our resident on-site expert is our school administrator and we are supported by a service level agreement for support from the local authority.
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SIMS is used for most admin purposes in the school office and increasingly by teachers for recording attendance and attainment.
Access to SIMS for staff outside school is via remote access to the school network which is available to all staff.
6b: Management of ICT resourcesProcurementAll procurement decisions are informed by the learning and teaching agenda.
We make use of local purchasing agreements in order to achieve best value with procurement.
We endeavour to take into account the total cost of ownership when making procurement decisions.
Purchasing decisions are made after consultation with our technical support provider (see below), our local authority Herefordshire Computing Support Team, other suppliers etc. as appropriate.
No equipment is connected to our network unless it has been approved by our technical support provider.
Software licenses and on-line content subscriptions are often purchased, where possible, through local authority bulk purchasing arrangements to achieve substantial discounts.
Every effort is made to ensure that equipment is disposed of safely and in an environmentally friendly way at the end of its useful life. (see section 1b above)
Technical supportWe receive technical support from:
Amend this section to reflect the nature of your support in school. This list of providersare the main ones used by Herefordshire schools.
Edutech (www.edu-tech.co.uk)
D&D Network Services (http://www.dandd.org.uk)
Hoople Ltd. (http://www.hoopleltd.co.uk)
MarchesIT Services (http://www.marchesit.co.uk)
and we receive visits from our ICT engineer every week / fortnight / three weeks
The precise nature of the support we receive can be found in the support level agreement.
Technical faults are reported to the engineer via the book kept in the staffroom.
Urgent issues are reported to the computing coordinator who communicates them to our technical support service. In such cases problems are solved either remotely or with an additional visit.
Our technical support provider is well placed to hold conversations with all providers of ICT solutions to the school and is usually able to solve any issues.
Our ICT Engineer, together with the computing coordinator, constantly monitors the effectiveness of solutions and advises on further development and replacement.
Projectors are maintained by a local company (BPF / Westcom / our technical support provider) and cleaning takes place regularly.
Data security and safeguardingPlease see the school’s E-safety and e-security policies
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