Computing Policy 2015

LAMBTON PRIMARY SCHOOL
COMPUTING POLICY
Introduction
The use of information and communication technology is an integral part of the national
curriculum and is a key skill for everyday life. Computers, tablets, programmable
robots, digital and video cameras are a few of the tools that can be used to acquire,
organise, store, manipulate, interpret, communicate and present information. At
Lambton Primary School, we recognise that pupils 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 policy is to state how
the school intends to make this provision.
Aims
Provide a relevant, challenging and enjoyable curriculum for Computing for all
pupils.
Meet the requirements of the national curriculum programmes of study for
computing.
Use computing as a tool to enhance learning throughout the curriculum.
To respond to new developments in technology.
To equip pupils with the confidence and capability to use computing
throughout their later life.
To enhance learning in other areas of the curriculum using computing.
To develop the understanding of how to use computing safely and
responsibly.
The new national curriculum for computing aims to ensure that all pupils
Can understand and apply the fundamental principles of computer science,

including logic, algorithms, data representation, and communication.
Can analyse problems in computational terms, and have repeated practical
experience of writing computer programs in order to solve such problems.
Can evaluate and apply information technology, including new or unfamiliar
technologies, analytically to solve problems.
Are responsible, competent, confident and creative users of information and
communication technology.
Rationale
The school believes that computing
Gives pupils immediate access to a rich source of materials.

Can present information in new ways which help pupils understand, access and
use it more readily.
Can motivate and enthuse pupils.
Can help pupils focus and concentrate.
Computing policy May 2015
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Offers potential for effective group working.

Has the flexibility to meet the individual needs and abilities of each pupil.
Objectives
Early years
It is important in the foundation stage to give children a broad, play-based experience
of computing in a range of contexts, including outdoor play. Computing is not just about
computers. Early years learning environments should feature computing scenarios based
on experience in the real world, such as in role play. Children gain confidence, control
and language skills through opportunities to paint on the whiteboard or program a toy.
Recording devices can support children to develop their communication skills. This is
particular useful with children who have English as an additional language.
Key Stage 1
By the end of key stage 1, pupils should be taught to
Understand what algorithms are, how they are implemented as programs on

digital devices, and that programs execute by following a sequence of
instructions.
Write and test simple programs.
Use logical reasoning to predict and computing the behaviour of simple programs.
Organise, store, manipulate and retrieve data in a range of digital formats.
Communicate safely and respectfully online, keeping personal information
private, and recognise common uses of information technology beyond school.
Key Stage 2
By the end of key stage 2, pupils should be taught to
Design and write programs that accomplish specific goals, including controlling or
simulating physical systems; solve problems by decomposing them into smaller
parts.
Use sequence, selection, and repetition in programs; work with variables and
various forms of input and output; generate appropriate inputs and predicted
outputs to test programs.
Use logical reasoning to explain how a simple algorithm works and to detect and
correct errors in algorithms and programs.
Understand computer networks including the Internet; how they can provide
multiple services, such as the world-wide web; and the opportunities they offer
for communication and collaboration.
Describe how Internet search engines find and store data; use search engines
effectively; be discerning in evaluating digital content; respect individuals and
intellectual property; use technology responsibly, securely and safely.
Select, use and combine a variety of software (including Internet services) on a
range of digital devices to accomplish given goals, including collecting, analysing,
evaluating and presenting data and information.
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Planning
As the school develops its resources and expertise to deliver the computing curriculum,
modules will be planned in line with the national curriculum and will allow for clear
progression. Modules will be designed to enable pupils to achieve stated objectives.
Pupil progress towards these objectives will be recorded by teachers as part of their
class recording system. Staff will follow medium term plans with objectives set out in
the national curriculum and use the same format for their weekly planning sheet.
We recognise that all classes have children with widely differing computing abilities.
This is especially true when some children have access to 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
a variety of ways, by
Setting common tasks which are open-ended and can have a variety of
responses.
Setting tasks of increasing difficulty (not all children complete all tasks).
Grouping children by ability in the room and setting different tasks for each
ability group.
Providing resources of different complexity that are matched to the ability

of the child.
Using classroom assistants to support the work of individual children or

groups of children.
Teaching and Learning Style

As the aims of computing are 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. While at times we do give children direct instruction on
how to use hardware or software, the main emphasis of our teaching in computing is for
individuals or groups of children to use computers to help them in whatever they are
trying to study. So, for example, children might research a history topic by on the
Internet. Children who are learning science might use the computer to model a problem
or to analyse data. We encourage the children to explore ways in which the use of
Computing 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, etc.
Inclusion
At Lambton, we plan to provide for all pupils to achieve, including boys and girls, higher
achieving pupils, gifted and talented pupils, those with SEN, pupils with disabilities,
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pupils from all social and cultural backgrounds, children who are in care and those
subject to safeguarding, pupils from different ethnic groups and those from diverse
linguistic backgrounds.
Resources and access

The school acknowledges the need continually to maintain, update and develop its
resources and to make progress towards a consistent, compatible PC system by
investing in resources that will effectively deliver the strands of the national
curriculum and support the use of computing across the school. Teachers are required
to inform the computing leader of any faults as soon as they are noticed. Resources if
not classroom based are located in the computer suite. A service level agreement with
entrust is currently in place to help support the co-ordinator to fulfil this role both in
hardware and audio-visual. Computing network infrastructure and equipment has been
sited so that
Every classroom from nursery to Year 6 has a laptop connected to the school
network and an interactive whiteboard with audio, DVD and video facilities.
There is a computer suite of 31 desktops.
There are two laptop trolleys in school containing 15 netbooks with Internet
access available to use in classrooms.
Each class from Year 1 to Year 6 has an allocated slot across the week for
teaching of specific computing skills.
The computer suite and netbooks are available for use throughout the school
day as part of computing lessons and for cross-curricular use.
Pupils may use computing independently, in pairs, alongside a TA or in a group
with a teacher.
A governor will be invited to take a particular interest in computing in the
school.
Along with the computers, the school has the following:

Hardware
colour printers
scanners
digital cameras
digital blue cameras
digital blue microscope
video recorder
electronic keyboard
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storyphones
calculator
robot (pixie, roamer, Bee-Bots)
Lego RoboLab
verdICT voting system
Software
a word processing package
painting/drawing software
clip art
a music composition package
a multimedia program
spreadsheets/database programs
control program
photo editing software
video editing software
Technician
School employs a qualified technician. He is responsible for installation of

new software, maintenance of hardware and offers support to staff where
difficulties arise. The technician is in school every week for a full day.
Cross Curricular Links

The contribution of computing to teaching in other curriculum areas
Computing 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 maths, while the Internet proves very useful for research in humanities subjects.
Computing enables children to present their information and conclusions in the most
appropriate way.
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 learn how to improve the presentation of their work by using desk-top publishing
software.
Maths
Many ICT activities build upon the mathematical skills of the children. Children use
computing 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.
SMSC and Citizenship

Computing makes a contribution to the teaching of SMCS 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, children develop a view about the use and misuse,
and they also gain a knowledge and understanding of the interdependence of people
around the world.
Health and Safety and Safeguarding

The school is aware of the health and safety issues involved in childrens use of
computing. All electrical appliances in school are tested accordingly. It is advised that
staff should not bring their own electrical equipment in to school but if this is
necessary, then the equipment must be PAT tested before being used in school. This
also applies to any equipment brought in to school by, for example, people running
workshops, activities, etc. and it is the responsibility of the member of staff organising
the workshop, etc. to advise those people. All staff should visually check electrical
equipment before they use it and take any damaged equipment out of use. Damaged
equipment should then be reported to the ICT technician, bursar or head teacher who
will arrange for repair or disposal.
(See E-safety and Anti-Bullying Policies)
Monitoring and Reviewing

The monitoring of the standards of the childrens work and of the quality of teaching in
computing is the responsibility of the subject leader. The subject leader is also
responsible for supporting colleagues in the teaching of computing, for keeping
informed about current developments in the subject and for providing a strategic lead
and direction for the subject in the school. The subject leader gives the head teacher
an annual summary report in which s/he evaluates the strengths and weaknesses in the
subject and indicates areas for further improvement. The subject leader has speciallyallocated time for carrying out the vital task of reviewing samples of the childrens
work and for visiting classes to observe the teaching.
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Security
The ICT and Computing technician will be responsible for regularly updating
anti-virus software.
Use of computing will be in line with the schools acceptable use policy. All
staff, volunteers and children must sign a copy of the schools AUP.
Parents will be made aware of the acceptable use policy.
All pupils and parents will be aware of the school rules for responsible use of
computing and the Internet and will understand the consequence of any misuse.
The agreed rules for safe and responsible use of computing and the Internet
will be displayed in all computing areas.
Policy Date: May 2015

Review date: May 2016
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LAMBTON PRIMARY SCHOOL

Can understand and apply the fundamental principles of computer science,

Gives pupils immediate access to a rich source of materials.

Computing policy May 2015

Offers potential for effective group working.

Understand what algorithms are, how they are implemented as programs on

Computing policy May 2015

Providing resources of different complexity that are matched to the ability

Using classroom assistants to support the work of individual children or

Teaching and Learning Style

Resources and access

Along with the computers, the school has the following:

digital blue cameras

digital blue microscope

Computing policy May 2015

robot (pixie, roamer, Bee-Bots)

verdICT voting system

a word processing package

a music composition package

photo editing software

video editing software

School employs a qualified technician. He is responsible for installation of

Cross Curricular Links

SMSC and Citizenship

Health and Safety and Safeguarding

Monitoring and Reviewing

Policy Date: May 2015

Computing policy May 2015

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