St. Bernard’s Primary School
Computing Policy
Updated: February 2015
Computing Coordinator: Mr Vinti
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St Bernard’s Primary School
Computing Policy
Introduction
Computing Policy Statement
At St Bernard’s we believe that the role of computers is as a medium for
social interaction both within and eventually between schools. Computing plays
an important role in the children’s lives and in society today. We believe that
computers are valuable tools, which may be used to further enhance the
curriculum already in place within the school. We believe the computer acts as
another resource in the classroom and enables another teaching approach,
which we can use to stimulate and inform the learner. It is an essential tool
for supporting the children’s learning. All technologies, inclusive of computers,
iPads and other digital technologies are good motivators which can heighten
pupil’s interest and enjoyment, especially in those subjects children find
difficult. Information Technology can also provide opportunities for teachers
to extend the basic curriculum by embracing it fully in their teaching.
The Computing curriculum in school aims to develop the children’s knowledge,
skills, and understanding.
The children will be given opportunities to develop a wide range of skills in
Computing:
Aims and Objectives
· To develop the pupils confidence and skills in the use of Computing.
· To give children skills to use Information Communication Technology both
creatively and effectively.
· To provide children with the knowledge of different applications of
Computing.
This includes, word-processing, data handling, simulations, control, data
logging devices and internet technologies (including E – Safety across the
curriculum)
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· To encourage children to understand the effects and limitations of
Computing and to make decisions about it’s suitability for a particular task.
· To use computing to enhance, support and extend the children’s learning in all
areas of the curriculum.
· To use the computer to store, organise, manipulate and present data.
· To give opportunities to explore, present and share their own ideas and
findings, using a wide range of technologies.
· To know how Computing can affect the nature of their work.
· Computing resources are used to their full extent;
· Computing resources and equipment are kept up to date as much as possible;
· That staff skills and knowledge are kept up to date.
· To have a clear understanding of how to programme digital devices and know
how they work.
St Bernard’s Programme of Study
Computing
The aim of this document is to provide an overview to the new Computing
Curriculum and a programme of study across the Key Stages. It should also
serve as a glossary of terms allowing a clear understanding
The national curriculum for computing has four main 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.
Assessment
By the end of each Key Stage, pupils are expected to know, apply and
understand the matters, skills and processes outlined in the relevant
programme of study.
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Glossary of Terms
Abstraction
Only focussing on the details relevant to the task, in computing this may be by
using a database to handle data. In doing this the data can be looked at in
specific groups. An example is using Target Tracker to show the progress of
pupils on Pupil Premium.
Logic
The non-arithmetic operations performed by a computer, such as sorting,
comparing, and matching, that involve yes-no decisions. This might be
completed using programs such as Excel or Flowol.
Algorithms
The step-by-step procedure for a machine to complete a task, for example
the instructions given to a pro-bot to guide it round a track, or the
instructions put into a bee-bot to guide it through a maze.
Data Representation
The way in which information is presented. In its simplest form this could be
representing a data set as a graph. However it is also using the appropriate
software for the task. Not everything has to be done in Word or PowerPoint.
Key Stage 1
By the end of Key Stage 1 children should be able to:
 Understand what algorithms are; how they are implemented as
programs on digital devices; and that programs execute by following
precise and unambiguous instructions
o Think of a cup tea, what steps need to be taken to make it? What
decisions have to be made? Do you want milk? Do you want sugar?
o Program a Bee-Bot through a maze, right down the instructions
first, plan the instructions.
o Program a Pro-Bot to travel to a specific point. What instructions
do you need to include in order for it to get there? Links to
maths, measuring, angles, turns.
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Create and debug simple programs
o Why does my cup of tea not taste right? Is it too sweet, too
milky?
o Bee-Bot and Pro-Bot, where has it gone wrong, where does it
need to change?
o Flowol 4. Why are the lights not working?
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Use logical reasoning to predict the behaviour of simple programs
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o If I put in two spoons of sugar will I like my cup of tea?
o If I put in these instructions where will the Bee-Bot/Pro-Bot end
up?
o Scratch. Where will the cat end up?
o Logic. Moving the turtle?
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Use technology purposefully to create, organise, store, manipulate and
retrieve digital content
o Create a folder and save work
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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
o Ceop
o Hector the Protector
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Recognise common uses of information technology beyond school
o Learning Platform
o Create a poster on publisher for all the technology they use at
home
Key Stage 2
By the end of Key Stage 1 children should be able to:
 Design, write and debug programs that accomplish specific goals,
including controlling or simulating physical systems; solve problems by
decomposing them into smaller parts
o What steps are required to make a cup of tea?
o Probots, around the rally track or to check points around the
fairground.
o Trip to a centre that uses controls
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Use sequence, selection and repetition in programs; work with variables
and various forms of input and output
o Probots, repetition to draw shapes
o Flowol, using mimics such as the greenhouse – when the
temperature reaches a set point the water needs to come on,
when the light drops below a set reading the lights need to come
on.
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Use logical reasoning to explain how some simple algorithms work and to
detect and correct errors in algorithms and programs
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o Draw out the algorithms (processes) for making a cup of tea, the
tea is too sweet because the decision to add sugar wasn’t given a
chance to follow on so it kept on adding.
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Understand computer networks including the internet; how they provide
multiple services, such as the world-wide web; and the opportunities
they offer for communication and collaboration
o Using the learning platform to chat to peers and to communicate
on joint projects together.
o Skype on the tablets, video links between the classes on a shared
learning day.
o Use the learning platform to save work to, retrieving it and
editing it in a variety of locations e.g. home and school.
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Use search technologies effectively, appreciate how results are
selected and ranked, and be discerning in evaluating digital content
o Using advanced searches
o Google is not the internet it is simply a search engine and there
are others (Bing has a simple list of short cuts for advanced
searches)
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Use technology safely, respectfully and responsibly; know a range of
ways to report concerns and inappropriate behaviour
o CEOP training
o Hector the Protector
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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
o Minibeast search – photograph the minibeast, upload to a
computer. Another child views the uploaded images and creates a
spreadsheet of what has been found. This has been analysed
o Tablets to find facts
o Internet to retrieve images
o Cameras to create a digital image
Purpose
This policy reflects St Bernard’s school values and philosophy in relation to
the teaching and learning of and with Computing. It sets out a framework
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within which teaching and non-teaching staff can operate and gives guidance
on planning, teaching and assessment.
The policy should be used in conjunction with the scheme of work for
Computing which sets out in detail what pupils in different classes and year
groups will be taught and how Computing can facilitate or enhance work in
other curriculum areas.
This document is intended for:
· All teaching staff
· All staff with classroom responsibilities
· School governors
· Parents
· Inspection teams
Curriculum Development & Organisation
Our school Scheme of Work will be used by each teacher and they will make
adaptations to ensure the plan is progressive in developing pupil Computing
capability. This is an ongoing working document which identifies time markers,
additional resource needs and to indicate whether optional activities have
been undertaken and each ability group is catered for (AA/A/BA) and an over
view of when the units are being taught (Autumn, Spring or Summer).
An additional scheme which was created by the Computing Cluster, set up by
Bishop Challoner, offers teachers advanced computing planning for those who
are G&T. Teachers are encouraged to annotate at the end of each Computing
lesson for future changes they wish to make.
Each class is allocated time in the Computing suite to accomplish their
Computing scheme skills (Rising Stars-Switched On). Our scheme of work is
integrated to ensure that delivery of Computing is linked to subjects and
takes on board the statutory requirements of other curriculum subjects.
In addition to this, there is a timetable set up for the use of the note books
on each corridor in KS2 (60 notebooks) and 20 iPads for class use.
Not all Computing units need to be taught in the Computing suite.
There are at least two computer stations (school laptop and computer work
station) in each classroom for pupil use which support the development of
Computing capability by enabling further development of tasks from the
Computing room; encourage research, and allow for the creative use of
Computing in subjects. Other forms of digital technology are available to use
within school hours.
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Digital projectors, which are ceiling mounted and also Interactive White
Boards, are located in all of the classrooms. These are used as a teaching
resource 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 groupings of children - groupings may be based on ability either
same ability or mixed ability.
· Different levels of input and support permit different outcomes
· Not all Computing need be done on a computer.
The Computing co-ordinator and SLT will review teachers’ Computing plans to
ensure that skills are being taught correctly and that the Computing scheme
of work is covered regularly over the year. (Cross curricular observations/
Moderating folders audit)
Equal Opportunities
It is our policy to ensure all children follow the Scheme of Work for
Computing, the SLT and staff will keep a record of children’s Computing use to
ensure equal access and fairness of distribution of Computing resources;
provide curriculum materials and software which are in no way class, gender or
racially prejudiced or biased.
We are currently investigating ways in which parents can be supported in
developing their knowledge of curriculum requirements for Computing and how
they can support their children. Parents can begin to develop their knowledge
of Computing by attending the parent courses held in school (Literacy and
Numeracy Workshops).
Inclusion
We recognise Computing offers particular opportunities for pupils with special
educational needs and gifted and/or talented children and/or children with
English as an additional language. Computing can cater for the variety of
learning styles which a class of children may possess.
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Using Computing we 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 Computing 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 Management
The overall responsibility for the use of Computing rests with the SLT.
The Head Teacher, in consultation with staff:
· determines the ways Computing 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 Computing is used in a way to achieve the aims and objectives of
the school;
· ensures that there is a Computing policy, and an identified Computing coordinator.
Computing Co-ordinator
There is a designated Computing Co-ordinator to oversee the planning and
delivery of Computing within the school.
The Computing coordinator will be responsible for:
 Leading staff in raising standards in Computing
 facilitating the use of Computing 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 Computing curriculum and reporting to
the Head on the current status of the subject.
 by overseeing Computing planning within the school.
 updating the policy and scheme.
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planning and delivering INSET so that all staff are confident in the use
of Computing and aware of new developments.
contributing to the School Development Plan.
consulting with the technician on a weekly basis to manage the school
computer network.
maintaining an up to date inventory of Computing resources.
assisting in developing and managing the school website.
Role of the Technician
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Maintain anti-virus software updates ensuring that all equipment is
protected from known viruses.
Installation of new equipment and software
General maintenance of the school computer.
Support teachers in the setting up and organisation of Computing
equipment.
Network management, such as allocating resources and setting up access
rights and user profiles.
Curriculum Co-ordinator
There is a clear distinction between teaching and learning in Computing and
teaching and learning with Computing. Subject co-ordinators should identify
where Computing 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 Computing study and are applying
those skills within the context of another curriculum subject.
Subject co-ordinators work in partnership with the Computing coordinator to
ensure all National Curriculum statutory requirements are being met with
regard to the use of Computing within curriculum subjects.
The Classroom Teacher
Even though whole school co-ordination and support is essential to the
development of computing capability, it remains the responsibility of each
teacher to plan, annotate and teach appropriate Computing activities and
assist the co-ordinator in the monitoring and recording of pupil progress in
Computing. This involves saving and showcasing work.
Computing Coordinator: Mr Vinti
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Health and Safety
Also see our Health Safety Policy
At St Bernard’s Primary all Computing equipment is used in compliance with
Health & Safety requirements. All electrical equipment is checked, any
concerns are passed onto the school’s health and safety representative.
Children and staff 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. Computer Room Rules are also on display
within the Computing suite for reference along with specific rules for the use
of Internet.
Internet Safety
Also see our e-Safety Policy & Computing AUP
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 eSafeguarding 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. An E – Safeguarding coordinator works alongside the Child
Protection Officer to ensure that internet safety remains a high priority.
Although the school offers a safe online environment through filtered
internet access (policy central and SOPHOS) we recognise the importance of
teaching our children about online safety and their responsibilities when using
communication technology.
Management Information Systems (MIS)
Also see our Data Protection Policy
Computing enables efficient and effective access to and storage of data for
the school’s management team, teachers and administrative staff.
The school has defined roles & responsibilities to ensure data is well
maintained, secure and that appropriate access is properly managed with
appropriate training provided.
The school has taken appropriate measures to ensure data is secured in line
with the Data Protection Act.
Assessment
Computing is assessed both formatively and summative. Formative assessment
occurs on a lesson by lesson basis based on the lesson objectives and outcomes
in the Scheme of Work. These are conducted informally by the class teacher
and are used to inform future planning.
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Computing Capability was previously assessed on a half termly basis/ QCA unit
being complete. A new assessment schedule will be drawn up for September
2015, allowing teachers to familiarise themselves with the new curriculum and
‘Switched On’ scheme.
School Liaison, Transfer and Transition
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.
Monitoring
Monitoring Computing will enable the Computing coordinator to gain an
overview of Computing 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 Computing teaching and learning the Computing
coordinator will:
· scrutinise plans to ensure full coverage of the Computing curriculum
requirements;
· analyse children’s work;
· observe Computing teaching and learning in the classroom;
· hold discussions with teachers;
· analyse assessment data.
These are done through enquiry days and monitoring and evaluation forms.
There is an annual review of this policy by the Computing co-ordinator.
A major review involving all staff will take place every three years.
Home School Links
Children are given the option to complete some homework tasks, when
appropriate, using Computing out of school. Teachers are sensitive to the fact
that children may not have access to Computing or may not wish to use it to
complete tasks out of school, there are however, opportunities are provided
for pupils to complete Computing tasks in school time. Parent workshops on
Computing are offered every two years to help support parents with
computing skills.
Resources
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Effective and Efficient Deployment of Computing Resources
Computing 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 computing the school has a
Computing suite which all classes in Foundation Stage, Key Stages 1 & 2 use to
develop their Computing skills and an opportunity to use other technologies
for cross curricular activities.
To support the cross curricular nature of computing at least two computers
are also located in each class. Additional laptops are also used for additional
tasks which require the use of Computing as well as presenting teaching
materials for those classes with a digital projector. IPads and other digital
technologies are used on a daily basis across school.
Software
All software loaded on school computer systems must have been agreed with
the designated person in the school.
All our software is used in the support of link2ict accordance with the licence
agreement. We don’t allow personal software, including social networking apps
or games to be loaded onto school computers.
For further information please refer to the school’s Data Protection Policy.
Review of this policy
This policy will be reviewed every two years, or earlier if statutory
requirements change, or in light of Computing initiatives and technological
developments.
Policy updated: February 2015
Review Date: February 2017
Computing Coordinator: Mr Vinti
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