St Nicholas Road
Dill Hall Lane
Mrs J Gilbert
Telephone 01254 381875
Fax 01254 350084
Church St Nicholas C of E Primary
Information & Communications Technology Policy
This policy reflects the St Nicholas Church of England Primary Schools' values and philosophy in relation to the teaching and learning of and with ICT. It sets out a framework within which teaching and non-teaching staff can operate and gives guidance on planning, teaching and assessment.
The policy should be read in conjunction with the scheme of work for ICT which sets out in detail what pupils in different classes and year groups will be taught and how ICT can facilitate or enhance work in other curriculum areas.
This document is intended for
- All teaching staff
- All staff with classroom responsibilities
- School governors
- Inspection teams
Copies are of this policy are kept centrally and are available from the headteacher and the subject coordinator.
Information and Communications Technology prepares pupils to participate in a rapidly changing world in which work and other activities are increasingly transformed by access to varied and developing technology.
We recognise that Information and Communications Technology is an important tool in both the society we live in and in the process of teaching and learning. Pupils use ICT tools to find, explore, analyse, exchange and present information responsibly, creatively and with discrimination. They learn how to employ ICT to enable rapid access to ideas and experiences from a wide range of sources.
Our vision is for all teachers and learners in our school to become confident users of ICT so that they can develop the skills, knowledge and understanding which enables them to use appropriate ICT resources effectively as powerful tools for teaching & learning.
- To enable children to become autonomous, independent users of ICT, gaining confidence and enjoyment from their ICT activities
- To develop a whole school approach to ICT ensuring continuity and progression in all strands of the ICT 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 ICT capabilities in all areas specified by the Curriculum 2000 orders.
- 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.
- To ensure the children understand the importance, and how to, keep safe when using the internet.
- In order to fulfil the above aims it is necessary for us to ensure:
- a continuity of experience throughout the school both within and among year groups
- the systematic progression through key stages 1 & 2
- that the National Curriculum programmes of study and their associated strands, level descriptions and attainment target are given appropriate coverage
- that all children have access to a range of ICT resources
- that ICT experiences are focussed to enhance learning
- that cross curricular links are exploited where appropriate
- that children's experiences are monitored and evaluated
- that resources are used to their full extent
- that resources and equipment are kept up to date as much as possible
- that staff skills and knowledge are kept up to date
Curriculum Development & Organisation
Once a term a class will work on completing one unit of work based upon Lancashire County Council's ICT Progression document. The study will last for half a term (see whole school overview).
Each individual teacher will plan the delivery of these ICT skills to fit in with their own curriculum. Their plans will make clear the resources required, key technical terminology and the differentiation of tasks.
Each class will reserve the laptops within their key stage in order to complete their lessons. This scheme is integrated to ensure that delivery of ICT is linked to subjects and takes on board the statutory requirements of other national curriculum subjects. Each class is also to use the laptops frequently at additional times, to apply the use of ICT to other subject areas. A flexible weekly timetable is displayed with each set of laptops for staff to sign up for additional time where appropriate.
When the school budget allows, individual machines in classrooms will support the development of ICT capability by enabling further development of tasks from the ICT room; encourage research, and allow for the creative use of ICT in subjects.
Interactive whiteboards are also installed within every classroom and a digital projector in the hall. These are used daily within lessons in order to enhance the teaching across the curriculum.
Teaching & Learning
Teacher's planning is differentiated to meet the range of needs in any class including those children who may need extra support, those who are in line with average expectations and those working above average expectations for children of their age.
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.
- Different pace of working
- Different groupings of children - groupings may be based on ability either same ability or mixed ability.
- Different levels of input and support
- Different outcomes expected
The ICT subject leader will review teachers' ICT plans alongside the work produced from across ability levels to ensure a range of teaching styles are employed to cater for all needs and promote the development of ICT capability.
The National Curriculum states that, "All pupils, regardless of race, class or gender, should have the opportunity to develop ICT capability."
It is our policy to ensure this by:
- ensuring all children follow the scheme of work for ICT
- keeping a record of children's ICT use to ensure equal access and fairness of distribution of ICT resources
- providing curriculum materials and software which are in no way class, gender or racially prejudice or biased
- monitoring the level of access to computers in the home environment to ensure no pupils are unduly disadvantaged and providing extra-curricular clubs for those who do not have any access at home.
We are currently investigating ways in which parents can be supported in developing their knowledge of curriculum requirements for ICT and how they can support their children.
Internet access is planned to enrich and extend learning activities.
The school has acknowledged the need to ensure that all pupils are responsible and safe users of the Internet and other communication technologies. An e-saefty policy has thus been drawn up to protect all parties and rules for responsible internet use will be displayed next to each computer with Internet access.
This policy forms appendix A of this policy.
Although the school offers a safe online environment through filtered internet access we recognise the importance of teaching our children and their parents about online safety and their responsibilities when using communication technology.
We are beginning to develop this as part of our PSHE provision in key stage 2 and provide internet safety evenings for parents.
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 Westfield Centre.
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 alter 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.
ICT is assessed both formatively and summatively using the Lancashire Framework for ICT teaching and learning.
Formative assessment occurs on a lesson by lesson basis based on the lesson objectives and outcomes in the Lancashire scheme of work. These are conducted informally by the class teacher and are used to inform future planning.
Activities are planned at the end of a unit of work which enable summative assessments to take place where children's ICT capability is assessed. This work is accompanied by a description of the context in which pupils completed the task and how it was undertaken. The work is assessed against the skills statements within the ICT Progression document which summarise children's ICT capability at three different levels:
Most children will...
Some children will not have made much progress and will...
Some children will have progressed much further and will...
A summary sheet is used to record details of the assessment activity along with comments by the teacher if necessary as well a highlighted end of unit expectation statement.
We aim to continue to build on this process by storing and maintaining electronic portfolios of pupils work. The next step is to begin holding moderation meetings and using the summative assessments to assign levels to pupils work at the end of each key stage.
School liason, transfer and transition
The school is connected to the Lancashire intranet which enables the transfer of information electronically.
Email is now used frequently to liase with the LEA, governing body, members of staff, 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.
We recognise ICT 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.
ICT can cater for the variety of learning styles which a class of children may possess.
Using ICT can:
- increase access to the curriculum
- raise levels of motivation and self esteem
- improve the accuracy and presentation of work
- address individual needs
We aim to maximise the use and benefits of ICT 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 resources to suit the specific needs of individual or groups of children.
Roles & responsibilities
Senior Leadership Team
The overall responsibility for the use of ICT rests with the senior leadership of the school. The Head, Mrs Gilbert, in consultation with staff:
- determines the ways ICT 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 ICT is used in a way to achieve the aims and objectives of the school;
- ensures that there is an ICT policy, and identifies an ICT Subject Leader.
There is a designated ICT Subject Leader to oversee the planning and delivery of ICT within the school.
The ICT Subject Leader will be responsible for
- raising standards in ICT as a national curriculum subject
- facilitating the use of ICT across the curriculum in collaboration with all subject coordinators
- providing or organising training to keep staff skills and knowledge up to date
- advising colleagues about effective teaching strategies, managing equipment and purchasing resources
- monitoring the delivery of the ICT curriculum and reporting to the headteacher on the current status of the subject
Other Subject Leaders
There is a clear distinction between teaching and learning in ICT and teaching and learning with ICT. Subject coordinators should identify where ICT should be used in their subject schemes of work. 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 as part of their ICT study and are applying those skills within the context of another curriculum subject.
Subject leaders work in partnership with the ICT subject leader to ensure all National Curriculum statutory requirements are being met with regard to the use of ICT within curriculum subjects.
The Classroom Teacher
Even though whole school co-ordination and support is essential to the development of ICT capability, it remains the responsibility of each teacher to plan and teach appropriate ICT activities and assist the subject leader in the monitoring and recording of pupil progress in ICT.
Monitoring ICT will enable the ICT subject leader to gain an overview of ICT 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 ICT teaching and learning the ICT coordinator will:
- Scrutinise plans to ensure full coverage of the ICT curriculum requirements
- Analyse children's work
- Observe ICT teaching and learning in the classroom
- Hold discussions with teachers
- Analyse assessment data
There is an annual review of this policy by the ICT subject leader
A major review involving all staff will take place every three years
Learning Out of School Hours
A breakfast club operates before school on a weekly basis. Due to constraints on teacher's time and availability of resources only those children without internet access at home are able to attend.
We believe this access to ICT out of school hours:
Increases the time our children spend learning
Increases access to ICT especially for those children without a computer at home
Enables some children to develop and extend personal hobbies and interests
Develops ICT capability; potentially raising self esteem, motivation and standards of achievement.
Health & Safety
We will operate all ICT equipment in compliance with Health & Safety requirements. Children will also be 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. The school also has a 'Responsible Use of The Internet Policy' document. 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 virus checker is updated regularly.
Home school links
Children are given the option to complete some homework tasks, when appropriate, using ICT out of school. We are also looking to develop this through the launch of our Moodle site. Teachers are sensitive to the fact that children may not have access to ICT or may not wish to use it to complete tasks out of school. Any work brought into school must be scanned for viruses.
A school email address has been given to parents and is listed on the weekly newsletter. More parents are now using this to contact staff, arrange meetings etc.
We have a school website which promotes the school's achievements as well as providing information and communication between the school, parents and the local community.
Appropriate legislation, including copyright and data protection
All software loaded on school computer systems must have been agreed with the designated person in the school.
All our software is used in strict accordance with the licence agreement.
We don't allow personal software to be loaded onto school computers.
Please refer to the school's Data protection policy.
For further information go to
Effective and efficient deployment of ICT resources
ICT 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 ICT the school has banks of laptops which all classes in key stages 1 & 2 use for a minimum of 1 hour per week to develop their ICT skills.
To support the cross curricular nature of ICT at least one computer is also located in each class. This is used for presenting teaching materials on the interactive whiteboard.
The school's interactive whiteboards are located in every classroom. They are permanently mounted and used daily. A consistent interface is provided on all machines to enable familiarity and continuity with generic 'toolkit' software licensed and available on all curriculum computers in school. Subject specific titles and any specialist equipment e.g. sensors, are kept in the ICT stock cupboard and can be borrowed when needed. All equipment, including laptops, is 'collected in' at the end of the school year and checked on the equipment & software audit which each member of staff has a copy of. (See appendix b)
A curriculum 'peer to peer' network enables internet access on all machines as well as storage and access to shared files.
We aim extend the availability of mobile ICT equipment i.e. laptops even more over the coming years.
Appendix A: E-Safety Policy
Appendix B: Equipment and Software Audit.
Date of last review January 2012
Review January 2014
ESafety / Cyberbullying Incident Report Form
ESAFETY ( inc Cyberbullying) INCIDENT REPORT FORM
DETAILS OF INCIDENT
Date of Incident
Date the incident was brought to the attention of the school staff.
Who is said to be the perpetrator?
Who is said to be the victim?
Who else is said to be involved?
Description of what has
Date & Time
Any evidence ( printouts / letters) must be attached to this form.
Please continue overleaf if necessary.
All completed forms must be given to MA (Safeguarding Deputy DSP) for monitoring and filing.