Computing Policy
September 2016
Aim statement of the school
‘Opening Worlds of Learning’
Our school:
We are healthy and happy
Love learning
Encourage each other
Try hard
So we can spread our wings and fly!
A high-quality computing education equips pupils to understand and change the
world through logical thinking and creativity, including by making links with
mathematics, science, and design and technology. The core of computing is
computer science, in which pupils are taught the principles of information and
computation, and how digital systems work. Computing equips pupils to use
information technology to create programs, systems and a range of media. It
also ensures that pupils become digitally literate – able to use, and express
themselves and develop their ideas through, information and communication
technology – at a level suitable for the future workplace and as active
participants in a digital world.
Aims
The school aims to ensure that all pupils:

can understand and apply the fundamental principles and concepts of
computer science, including abstraction, logic, algorithms and data
representation.

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.
Organisation and Planning
The Early Years Foundation Stage (EYFS)
In the EYFS ICT is covered through Knowledge and Understanding of the
World, which is one of the Early Learning Goals.
Key Stages 1 and 2
In both the key stages the school uses a cross curricular topic approach to
curriculum planning. Teachers aim to provide coherence to the curriculum which
is planned on a two year rolling programme so that progression is planned for in
all subject areas.
Key stage 1
Pupils will be taught to:
 understand what algorithms are; how they are implemented as programs
on digital devices; and that programs execute by following precise and
unambiguous instructions

create and debug simple programs

use logical reasoning to predict the behaviour of simple programs

use technology purposefully to create, organise, store, manipulate and
retrieve digital content

use technology safely and respectfully, keeping personal information
private; know where to go for help and support when they have concerns
about material on the internet. Refer to e-safety policy for further
details.

recognise common uses of information technology beyond school.
Key stage 2
Pupils will be taught to:
 design, write and debug 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

use logical reasoning to explain how some simple algorithms work 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

use search technologies effectively, appreciate how results are selected
and ranked, and be discerning in evaluating digital content

use technology safely, respectfully and responsibly; know a range of ways
to report concerns and inappropriate behaviour. Refer to e-safety policy
for further details.

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.
Recording and assessment
Children will be assessed by teacher observation of their skills and by work
produced. Their overall progress will be assessed and recorded at the end of
each topic, using the attainment targets included in the National Curriculum.
Inclusion
Teachers should set high expectations for every pupil. They should plan
stretching work for pupils whose attainment is significantly above the expected
standard. They have an even greater obligation to plan lessons for pupils who
have low levels of prior attainment or come from disadvantaged backgrounds. A
wide range of pupils have special educational needs, many of whom also have
disabilities. Teachers must plan lessons so that these pupils can study every
national curriculum subject. Lessons should be planned to ensure that there are
no barriers to every pupil achieving.
Health & Safety
It is unlikely that the amount of exposure to computer screens in the classroom
will cause eye strain or longer term damage. Current government advice on
screen time limits will be adhered to in order to reduce any possible adverse
effects.
Monitoring and Review
The governor’s Performance and Standards sub-committee will monitor the way
the school curriculum is implemented through discussions with the Headteacher
and subject leader.
The Headteacher is responsible for the day to day organisation of the
curriculum. The Headteacher will monitor teaching and learning, ensuring that
all classes are taught the full requirements of the National Curriculum and that
all lessons have appropriate learning objectives.
The subject co-ordinator
The role of the subject co-ordinator is to:
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Attend meetings for their subject area to feedback to staff on updates,
changes and latest developments.
Support and offer advice to colleagues on issues related to the subject
Lead the monitoring of pupil progress in that subject area
Assist in monitoring the planning in their curriculum area(s)
Provide the necessary efficient resource management for the subject
Provide safeguarding advice to staff in respect of e-safety issues.
The subject co-ordinator will maintain an overview of the curriculum plans for
their subject to ensure that there is full coverage of the National Curriculum
and that progression is planned into schemes of work.
This policy will be evaluated and reviewed as part of whole-school in service
training.
Policy reviewed September 2016
Next review due September 2018