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devonshire primary school i.c.t policy october 2008

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definitions i.t short for information technology and pronounced as separate letters meaning the broad process of managing and processing information we use the word i.t to mean the equipment we use to pass on information or to be creative with technology i.c.t short for information communications technology meaning the study using technology to process information or communication e-learning the delivery of a learning training or education program by electronic means e-learning involves the use of a computer or electronic device e.g a mobile phone in some way to provide training educational or learning material derek stockley 2003 e-learning can involve a greater variety of equipment than online training or education for as the name implies online involves using the internet or an intranet cd-rom and dvd can be used to provide learning materials distance education provided the base for elearning s development e-learning can be on demand it overcomes timing attendance and travel virtual learning environment v.l.e is a software system designed to support teaching and learning in an educational setting as distinct from a managed learning environment mle where the focus is on management a vle will normally work over the internet and provide a collection of tools such as those for assessment particularly of types that can be marked automatically such as multiple choice communication uploading of content return of students work peer assessment administration of student groups collecting and organizing student grades questionnaires tracking tools etc new features in these systems include wikis blogs rss and 3d virtual learning spaces our chosen vle is `fronter

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vision at devonshire primary school we aim to equip our pupils with the skills and confidence to achieve their potential in our increasingly hitech society we endeavor to do this by providing a vibrant learning community equipping all children with the ict skills enabling them to achieve their potential in life ict for learning teaching and applying skills learnt to everyday tasks/experiences promoting social interaction and collaborative working supporting inclusive and innovative approaches to learning allow all learners to access personalised learning at any time and anyplace using a range of devices providing access to high quality learning materials providing a safe environment preventing access to unsuitable material and inappropriate use of systems providing a flexible/creative working environment in which to develop their skills offer opportunities to try new things and nurture talents and gifts enable parents to develop their own skills in order to support their children s learning enable children to produce and submit work electronically and in media that supports their learning style equipping children with the skills to report inappropriate use of digital resources and conduct themselves safely online ict for teaching should ensure staff are motivated and skilled in the use of ict enable a culture of continuous development of ict skills enable staff to access a wide range or multimedia digital and online resources allow staff to be creative innovative and daring in their teaching style provide a flexible ict rich environment which allows staff to teach in a variety of ways support work planning monitoring and assessment reduce workload and enable staff to develop a more positive work/life balance ict for management should be secure and integrated with student and curriculum recording systems allow for efficient administrative and financial systems including electronic filing cashless financial transactions within school provide access to achievement and target setting data for individuals support communication with parents about students attendance behavior and attainment and achievements enable the secure transfer of data with other schools local authorities and children s services be accessible to all who need it including school governors

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vision inspirational secure innovative reliable high standard creative flexible vibrant personalised accessible mobile safe ict confidence catalyst

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ict policy the purpose of the ict policy the purpose of writing and implementing an ict policy is to raise educational standards within the school the policy reflects the main aims of the school which are to provide a vibrant learning community equip all children with the skills in order to achieve their potential in life introduction information communication technology is concerned with the handling of information that may be text numbers pictures sound or signals it involves collecting holding organising presenting and communicating information in a variety of ways using e-mail the internet video conferencing digital videos animations multi-media displays podcasts it may also involve the use of devices such as audio and video recorders television multimedia digital cameras scanners ils optical readers fax machines programmable toys and not just the use of computers.

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aims of the ict policy staff at devonshire primary school believe that it is important that children s learning is enhanced by the use of computer technology as its use is widespread throughout the world today and is likely to become more so before our children mature and leave school all children will be encouraged to develop positive attitudes towards ict they will be helped to develop confidence and enjoyment in and an understanding of the potential of computer applications including e-mail and the world wide web through a variety of experiences we aim for each child to develop skills in the following areas communicating ideas through words pictures and sounds entering storing and classifying information accessing and obtaining information from the internet and be able to review its accuracy we believe that teaching and learning can be improved by the appropriate use of ict children at devonshire primary school are entitled/encouraged to gain access to resources and information that are available the school s approach to teaching and learning ict is to use computing for education rather than education about computing it is our intention that our children will experience a wide range of ict applications enjoy using technology and grow in confidence and competence as they progress through the school ict will be used to support each area of the curriculum computer technology can both support and enhance the curriculum through the application of the internet databases word processing control simulations video photography animation digital music and the use of communications technology ict will be used to support the inclusion of children with special educational needs dyslexia poor pencil control concentration issues-adhd gifted and talented through open ended tasks and g&t challenge groups and children who have english as an additional language speech tools podcasts etc we see the use of ict as one way in which children s communication skills can be developed through letter writing group work creating class newsletters group problem solving communicating with children in distant places by e-mail researching and retrieving information from the internet digital images digital video and the school s website.

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implementation of the policy progression continuity and the teaching of the appropriate skills attitudes and knowledge has been established through the adoption of a cross curricular skills based ict curriculum qca schemes of work for ict are used only as a reference and for support with skills that are not being achieved adequately through the thematic cross curricular children s experiences of ict incorporate word processing for a variety of purposes using communications packages data handling using i.t to support the acquisition of basic skills in numeracy and literacy use of programmable toys and household devices such as tape recorders opportunities to work independently and co-operatively use of it based models and simulations animation digital video and photography creating/recording digital art creating/recording music specific skills and experiences to be taught in each year group are detailed predominantly in the skills matrix however ict skills are also evident in the renewed numeracy and literacy frameworks the skills matrix is a progressive set of skills broken down from the national curriculum levels for ict these skills are challenging and set high expectations in each year group attainment of these skills is monitored and assessed by class teachers and moderated by the coordinators half termly computer use is carefully managed so that all pupils are given equal access opportunities the emphasis on our teaching with ict is on the use of technology as tools to support and enhance learning e-safety and acceptable use is constantly reinforced relevant to specific year group we use resources videos activities and modified lesson plans from the `thinkuknow website funded by ceop child exploitation and online protection centre social and cross-curricular outcomes by the use of communications technology children will be encouraged to develop their understanding of and empathy with children from other parts of the world some uses of ict are designed to enhance co-operative group work and develop problemsolving strategies creative ict involves groups of children in lively and collaborative discussion ict is a means for developing group work autonomy and confidence and encouraging the consideration of the limitations of the process and reflection on work.

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resources organisation of hardware wireless internet access is available throughout the building nursery 1 plasma screen tv used as an enlarged display for attached computer 1 web cam attached to desktop pc for children s use and exploration 1 other desktop computer for independent use by children as part of their continuous play entitlement 1 digital camera for recording/assessment purposes 1 digital camera for childrens use a selection of remote controlled toys and small play equipment which demonstrates where in everyday life ict is used reception 2 smartboards/projectors 1 each class controlled by staff docking laptop for whole class teaching 1 digital camera per class for recording/assessment purposes 1 digital camera per class for children s independent use talking photo albums talking tins/postcards to support speaking and listening cd player with headphones voice recorder per class 1 apple notebook for creative use in class as directed by the teacher 2 desktop pc s for independent play and directed tasks rm maths `soundfield audio amplification is available audio/visual solution access for live freeview tv and dvd/vhs a selection of programmable/remote controlled toys metal detectors walkie talkies and real life ict toys ks1/2 each class has a smartboard/projector/laptop solution for teaching and learning 1 digital camera for class use 1 digital voice recorder `soundfield audio amplification is available audio/visual solution access for live freeview tv and dvd/vhs 1 desktop pc used for rm maths in p.m 1 laptop with internet access for accessing information when children require information centre 1 apple mac notebook for animation/creativity during all curriculum lessons tape/cd players and headphones 1 video camera between each year group

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resources sen rooms 2 wall mounted 42 plasma screen tv s with smart overlays enabling them to be used as interactive boards digital camera 2 desktop windows pc s administration 8 desktop pc s each with access to sims software central hardware 4 x rm one laptop trollies each with 16 laptops 1-year 6 1-year 4&5 1-year 1,2&3 1-roaming suite 1 apple notebook trolley containing 20 notebooks 20 cameras and tripods for animation 1 mini asus trolly containing 30 mini laptops 10 apple imac s in learning resource room community room has smartboard laptop and soundfield facilities for use by the community the hall has projection facilities 1 p.c av solution sound mixing facilities dvd and cd 2 plasma screens in communal areas for tv digital signage and presentation of childrens work 1 tft monitor in reception area for display of children work presentations dvd an electronic inventory of equipment and software is maintained holding information such as serial numbers date of purchase value purchase order number and where equipment is stored the inventory is also updated when equipment is taken out of service and a brief description as to why all equipment is coded with `smartwater a unique dna register which allows police to trace equipment back to ourselves if necessary this is maintained and kept up to date by the ict technician as new equipment is purchased.

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organisation of software/hardware software is available to all staff via the shared network within the school subject/topic specific software titles are also available for certain key stage computers all software is included in an inventory available for staff and stored in a the ict room upgrading of resources repair and replacement as ict is an expensive and evolving resource area the school has carefully considered the management of resources we have acknowledged that equipment needs to be upgraded or replaced on a regular basis and consequently the budget will need to reflect this annually replacement/procurement of equipment is carried out in accordance with the finance policy and through consultation between the headteacher subject coordinator bursar and governors an ict strategic plan will be written annually alongside the school improvement plan this will detail a 1-year action plan and a long term 4-year plan for the upgrading and replacement of hardware and software available on fronter staff room the ict co-ordinator governor with an interest in ict and headteacher with advice from the lea advisors will together recommend to the governors the purchase of new equipment consideration will always be given to the level of support provided by the companies and to `best value our aim is to have maximum use of equipment at all times staff are trained to trouble shoot minor difficulties before informing the ict technician who then deals with them as quickly as possible antivirus software it is the policy of the school to have antivirus capability using f-secure on all windows pc s staff laptops also have f-secure enabled for use at home this is monitored and updated by the technician as part of his job description.

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teaching styles planning all classrooms are equipped with a computer smartboard and digital camera it is our aim that children should work on a computer regularly children may be required to work individually in pairs or in small groups according to the nature or activity of the task teachers actively look for opportunities to use i.t when planning lessons to match the learning styles of the children visual auditory and kinesthetic the skills matrix is used when planning lessons and the skills that are being addressed are included in the lesson plans i.t is not used in isolation but is used in conjunction with other resources and fundamentally used to enhance learning at devonshire primary school we are aware that children have a differing access to ict at home teachers will gauge the ict experience of their pupils and planning will take account of ict resources available at home the ict co-ordinator is responsible both for the storing of master discs and the distribution of software to appropriate classes a variety of website addresses are listed at the back of this policy document a `live storage file is to be kept of favourite sites and useful addresses will be listed on `fronter our vle and the school website subject coordinators have chosen a wide range of software to support teaching and learning in each subject for all age ranges software is available to all via the school network certain resources are accessible from curriculum subject coordinators such as dvds videos and digital microscopes work involving i.t is frequently paired work although our vision is to use technologies where possible independently groups of pupils using i.t vary in size from pairs most common to groups of 6/8 for programs where discussion is paramount and may be matched ability as this makes for more equal interaction may occasionally be of mixed ability to enable more competent children to support those less so for example in word processing activities in the early years may be involved in teaching one another through a rolling program for example when introducing a new piece of software pupils who are `gifted or `talented in the use of i.t are often used in classrooms to set up equipment and as `experts in various applications we believe that this supports motivates and offers opportunities to consolidate skills children who are identified as having a gift or talent in the area of ict will be given opportunities to develop their skills through open ended task within lessons through project work either in house in conjunction with other schools.

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equal opportunities equal opportunities at devonshire primary school we believe that all our children are entitled to benefit from access to a curriculum which takes account of unequal starting points therefore certain pupils will have enhanced access to the information and communications activities all children regardless of race gender intellectual and physical activity will be given equal access to work and equipment class management will take account of such issues and ict materials free from bias will be positively sought pupils with special educational needs and english as an additional language have the same ict entitlement as all other pupils and are offered the same curriculum in addition particular applications of ict are used for pupils with difficulties in learning who require motivation to practice basic skills regularly and intensively and thus benefit from the programs in which skills practice is set in the context of a motivating game identified pupils with additional communication requirements who have their own especially adapted machines for use in communication and across the curriculum pupils of high ability who may be extended through the use of programs which offer challenge and opportunities for investigation are given enhanced entitlement.

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roles and responsibilities roles and responsibilities the headteacher to be committed to the continued development of i.t in personalising teaching and learning to achieve the school s fundamental aims to manage the schools budget effectively allowing the vision for i.t to be realised to ensure that the vision for i.t in the school is being co-ordinated effectively by the i.t coordinators the ict co-ordinator the ict coordinators are mr a brannigan and mrs e white the main roles of the co-ordinator are to promote and drive forward the schools vision of `working together to get a buzz out of i.t amongst pupils staff parents and the school community to organise the development of the ict policy internet safety policy and acceptable use policy to write and review the ict action plan 1 year and ict strategic plan 3 year to co-ordinate assess review the use of it in all aspects of school life through becta s `self review framework and to work towards achieving becta s `ict mark inform governors and the headteacher of developments and achievements within ict through a termly report ensure that their is a balanced delivery of ict across the curriculum monitor lesson plans and assessments to ensure that the skills matrix is being taught consistently and in an effective way identify and disseminate aspects of good practice to all staff timetabling of equipment purchase of core software for ict ensuring that all staff have appropriate software/systems for their classrooms liaison with the special needs team to support and meet the needs of individual children support for individual teachers in aspects of the curriculum work with other subject coordinators in planning the cross-curricular use of ict help new/existing staff with training/professional development contact with transfer schools develop the use of creative ict within school responsible for keeping staff up to date with web sites of particular interest to them responsible for the content held on the schools website and vle.

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roles and responsibilities the class teacher class teachers are responsible for reading the ict policy document and implementing it within their classrooms when needing help and advice they will ask the coordinators rather than deny the children their entitlements class teachers have the central role of making the vision a reality through their creative and innovative use of equipment available class teachers have the responsibility to their class that all children are given the same entitlement and access to resources class teachers have the responsibility to ensure that all their pupils are enabled to achieve their i.t potential including provisions for children who are gifted and talented they will use the skills matrix in all levels of planning they will ensure that they have and are familiar with the software/hardware necessary to implement their part of the curriculum as detailed in the school software map teachers have the responsibility of developing and using their class space on the schools vle to personalise and support children whilst at home all staff have the right to develop their own ict skills this is provided through in school support by coordinators through links with cluster schools or through courses run centrally by the authority the governors the governors have the responsibility of ensuring that appropriate attention is being given to the development of the subject by the head and the coordinators to allocate a governor with interest in the subject to support the coordinators to support the school in their endeavors to achieve their vision for i.t through allocation of budget.

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monitoring assessment methods for monitoring children s progress and continuity all teachers plan for the use of ict in their classrooms a termly staff meeting is used to discuss the use being made of ict across the curriculum and ensure consistency of approach and of standards the ict coordinators will monitor half-termly work plans which are drawn up by individual teachers and feedback to the headteacher governors and the teachers software throughout the school has been carefully mapped out to ensure that pupils experience of ict is continuous and progressive the ict co-ordinator will take the lead in policy development and the integration of ict into schemes of work designed to ensure progression and continuity in pupil s experience of ict throughout the school support colleagues in their implementation of those schemes of work and in assessment and record keeping activities monitor children s progress in ict and advise the headteacher on action needed take responsibility for the purchase and organisation of central resources for ict provide technical support to colleagues in their use of ict in the classroom and pass on information to colleagues as appropriate skills matrix see separate document appendix c assessment and recording of pupils progress formative assessment is used to guide the progress of individual pupils in their use of ict it involves identifying each child s progress determining what each child has learned and what therefore should be the next stage in his/her learning formative assessment is mostly carried out informally by teachers in the course of their teaching suitable tasks for the assessment of ict work include small group discussions perhaps in the context of a practical task specific ict assignments for individual pupils agreed methods of record keeping within the foundation stage children are assessed against the relevant objectives in the `foundation stage profile ict is used in free play and children are encouraged to use digital cameras smartboards computers and laptops children have a range of equipment which demonstrates the use of technology in the world around them in addition to the foundation stage profile the children have individual skills checklist booklets where skills are dated on achievement these skills are taken from the year 1 skills matrix and allows cross-over of skills between phases the coordinators review these skills yearly in discussion with the foundation stage teachers.

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