chad vale ict development plan 2005 8 reviewed feb 09

Chad Vale ICT Development Plan 2005-8 of 23

Created on 05/02/2009 10:24 Paul Sansom

Chad Vale Primary School



Contents

Page 3-10 Vision and Review of Key Objectives 2002-2005

Page 10 Key Successes during ICT Development Plan 2002-2005

Page 11-14 Key Objectives 2005-2008

Page 15 How the school uses ICT to raise educational standards

Page 16 Key Issues Relating to I.C.T within the NLS and NNS

Page 17-20

Chad Vale Primary ICT Policy

Page 21-22 Chad Vale Primary ICT Protection Policy

Page 23 Rules for Responsible Internet Use



The Vision To ensure that ICT capability is an entitlement for all pupils and teachers in the school and has equal importance to literacy and numeracy in supporting children's learning. To guarantee that wherever and whenever possible children's use of ICT in the school delivers measurable educational gains.

Review of Key Objectives 2002-2005 Objective 1: To develop a clear set of assessment criteria for ICT achievement for all children. Leadership: ICT Co-ordinator, Class Teachers Key Actions:

Ensuring teachers are fully utilising resources available for planning (Smart Learning/QCA/on-line material)

To monitor ICT teaching throughout the school (beginning Autumn 2002) through class-swap, where ICTCO will teach each class.

Children will complete a ‘self-review’ of their own achievements on a regular basis

Continually build on the ICT portfolio of work for exemplification and assessment purposes.

Production of whole-school assessment sheet, to be completed and stored electronically. Teachers to submit key objectives and ICTCO to collate and produce.

Staff Development:

Staff training session on completing ICT assessments and sharing of portfolio.

Resource Implications:

Non-contact time for ICTCO to produce assessment criteria and computer generated ICT Assessment Form.

Collective Review:

Staff to be involved with production of key objectives in each year group to be used in assessment proforma.

Staff to evaluate Assessment tool and feedback to

Success Criteria/Outcomes: Assessment Form

produced, used and stored on school network.

Assessment Form is quick and accessible to all teachers/parents.

Assessment Form is easily

Start Date: Spring Term 2003 Finish Date: ongoing, but form will be trialled during Spring term.



ICTCO.

transferred to child’s next class.

Review Objective

Achieved

All Key Actions have been carried out. Electronic Records for ICT are used by all staff to record progression and achievement.

Impact: Teachers are able to monitor the progression of their children in ICT and identify weaknesses in ICT skills that can be addressed through teaching and learning.

Objective 2: To ensure all teachers and learning support staff use ICT with confidence whenever and wherever it is appropriate. Leadership: ICT Co-ordinator, Class teachers, Learning Support Assistants Key Actions:

ICTCO to monitor teaching and learning in ICT through class swap teaching.

Learning Support and teachers required to continue with NOF training. Learning Support and teachers encouraged to use ICT to assist with

planning, assessment and production of resources. Regular training ‘updates’ during INSET time to keep staff up to date with

new software and developments. Organisation of timetabling to allow ICTCO to swap classes. Planned ICT INSET in staff diary.

Staff Development:

As above Resource Implications:

Non-contact time made available for ICTCO to plan INSET. Courses made available for ICTCO to develop new ideas for teaching

through ICT. Collective Review:

During INSET, staff will have additional opportunity to raise any issues of concern.

Staff may specify particular programmes they want to focus on during INSET.

Success Criteria/Outcomes: Staff and learning

support will use ICT independently and confidently for a wide range of purposes.

Teaching and learning will improve through increased use of ICT and a

Start Date: January 2003

Finish Date: Ongoing



decreased workload.

Review: Objective

Achieved

All Key Actions have been carried out. Interactive Whiteboards in every class mean that teachers utilise ICT in every lesson (where appropriate) and every teacher uses electronic planning forms which are saved in a shared network for future use.

Impact: A ‘bank’ of IWB resources is building up on the school network which will result in a reduction of planning and preparation time for teachers.

Objective 3: To produce post-NOF and Individual Training Plans for all staff to ensure CPD. Leadership: Head Teacher, Deputy Head Teacher and ICT Co-ordinator Key Actions:

To ensure CPD for all staff who undertook NOF training. To provide CPD opportunities in ICT for all other staff who were not eligible

for NOF and for NQT’s. To undertake a whole-school skills audit post-NOF to assess training

requirements. To produce an ICT Individual Training Plan, or ensure that ICT is

addressed in individual Performance Management reviews. To review whole-school ICT skills on a half-yearly basis to ensure any

additional training continues to be relevant. Staff Development:

Staff will identify their own skills and weaknesses through the Skills Audit and will gain the opportunity to address these through CPD.


INSET time allocated for the completion of skills audit. Non-contact time available for staff and ICTCo/Head Teacher to complete

Individual Training Plans. Funding made available for off-site courses and training Non-contact time available for ICTCO to plan/arrange on-site training.

Collective Review:

During Skills Audit which will be carried out as a staff team.

Staff will indicate where they require further support and training.

Annual Review of

Success Criteria/Outcomes: All staff will have

an up-to-date ITP. All staff will have a

clear vision of their own Professional Development in ICT.

INSET will reflect

Start Date: September 2003

Finish Date

September 2005



process to be undertaken, initially in September 2004.

the needs of the staff.

Review: Objective partly

Achieved

Teachers at Chad Vale are particularly ICT competent, and the ICT Co-ordinator is able to target support quickly and effectively to those who request or need it. Additional Training for LSA/TA’s for Interactive Whiteboard is scheduled for March 2006, and Advanced IWB Training/Preparation of Resources for teachers is scheduled for April 2006.

Impact:

Teaching and learning at Chad Vale has changed dramatically over the last 3 years with teachers embracing the IWB technology. Standards have risen as a result (see SEF/PANDA)

Objective 4: To develop the school web site so that it reflects a range of pupils finished work that is regularly maintained and updated by teachers and pupils. Leadership: ICT Co-ordinator, Class Teachers, Office Manager Key Actions:

To set up a school web site to include general school information, and input from pupils.

To set up a timetable of ‘Class Web-Site Managers’ so that each class has a half-termly responsibility to update site and include new pieces of work and information.

To train class teachers on how to update web site with their class’s work. To enable the ‘enquiry’ facility on the website and respond to any queries

promptly. Staff Development:

Staff will be able to upload information, images and children’s work to the web site.

Staff will be able to provide their children with opportunities to have their work published ‘world-wide’.


Non-contact time for ICTCO to set up initial web site with general information.

INSET time made available for training staff. Web site is hosted by a free web-site hosting company, so there are no

cost implications at present. Collective Review:

All staff, children and parents will be

Success Criteria/Outcomes: Web site is fully

functional by




able access the web site and post messages to a bulletin board.

Easter 2003. Classes take turns

to manage/update the site.

The site is regularly used by parents/children to access key information such as diary dates etc.

Finish Date September 2005,

but ongoing.

Review: Objective

Achieved

Website is fully written and online at www.chadvale.bham.sch.uk. It is updated on a weekly basis, although due to technical challenges, it has not been possible for classes to take turns in managing the site. Each class have their own pages on the site, the content for which, are provided by the children.

Impact:

Parents and relatives can access their child’s school from around the world linking home and school more effectively. Parents and children have been extremely positive about using our site at home. (see Hit counter; 12,000 hits by March 2006, website stats showing where our visitors are from and Message Board)

Objective 5: To develop the regular use of interactive whiteboards in everyday teaching. Leadership: Head Teacher, ICT Co-ordinator, Class teachers Key Actions:

Funding made available to purchase further interactive whiteboards for classroom installation.

Initially three whiteboards to be installed to be shared between classes 3 and 4, 5 and 6 and Reception/Yr1/Yr2, based in one of the ‘host’ classrooms.

Classes to be timetabled to share ‘whiteboard time’. Classes will need to become less ‘class-based’ to enable sharing of this

resource. Additional funding to be secured (after 2005) to purchase whiteboards for

the remaining classes, so that all classes have permanent access to this facility.

Collective Review:

Staff to be consulted on software purchase for their IW computer.

Success Criteria/Outcomes: Classrooms will

use IW’s in everyday teaching.

Achievement will improve in Core Skills and


Finish Date

September 2005, but ongoing.



foundation subjects.

Review: Objective

Achieved

IWB’s now in every classroom, used daily for delivery and enhanced delivery of the curriculum.

Impact:

Lessons are more interactive, with teachers able to access the internet, use specifically designed IWB Teaching software (Easiteach/Smart) and access video/DVD resources. Standards have risen as a result (see SEF/PANDA)

Objective 6: To share good practice within the school and community through the development of ‘subject folders’ on the network containing lesson plans, and resources available to all. Leadership: ICT Co-ordinator, Class teachers Key Actions:

To set up subject specific folders on the school network for staff to save copies of worksheets/interactive activities/lesson plans/assessment sheets etc.

To encourage staff to save copies of any work they do using ICT to these shared folders.

To enable open access to these shared folders to all staff, to cut down on preparation and paperwork.

For all planning sheets to have the facility to be ‘electronically’ completed and saved for future use.

To begin sharing work beyond the school and into the public domain through the BGFL.

Staff Development:

Staff will gain further ICT skills using school network. Good practice will be shared through the school. Staff workload will be reduced and quality of lessons will improve in all

areas and subjects. Resource Implications:

Non-contact time made available for ICTCO to set up subject folders on network and share worksheets/planning/proformas as an example.

INSET time for training staff on use of shared folders and accessing/editing previously saved lessons/resources.

Collective Review:

Staff will have the opportunity during INSET time as a staff team to review work ‘on-file’ and to add new

Success Criteria/Outcomes: Shared subject

folders will contain a wide range of ‘ready to use’ lesson activities and plans.


Finish Date

September 2005, but ongoing.



documents/links to the shared folders.

Staff will ‘automatically’ save a copy of anything they do to a shared folder.

Review: Objective partly

achieved

Folders are set up on network for this facility and most staff are making some use of them. It has been especially useful for staff who have recently changed year group to access the previous teacher’s planning and IWB resources but this is something that needs development across the school.

Impact:

Staff are able to view some of the resources/planning and are using these to inspire their own teaching and learning.

Objective 7: To set up ILS for regular use by the children and as a monitoring/assessment tool for staff. Leadership: Head Teacher, ICT Co-ordinator, Class teachers Key Actions:

To ensure the Global software is functioning and to correct any technical problems.

To identify children/classes to use ILS daily to enhance the delivery of the curriculum.

To train the children and staff to use the ILS software. To train the staff to analyse the reports generated by the ILS software and

to link this knowledge to their planning and teaching. To monitor the use of the ILS by the children and to evaluate its

effectiveness in raising standards. Staff Development:

Staff training on how to support/organise children using the ILS software. INSET for analysis of reports. ICTCO to attend Global Discovery training.


Cost implications for non-contact time, courses and monitoring of effectiveness of ILS.

Collective Review:

Termly review of progress made by children using ILS.

Success Criteria/Outcomes: ILS is used daily

by children. ILS raises

standards in Literacy and Numeracy.

Teachers analyse reports and use


Finish Date

Ongoing



this information to inform future planning.

Review: Objective not achieved

The main focus over the last 3 years has been the preparation of resources for use with IWB’s so the ILS is only being used sporadically to enhance learning in one class. We have a wide range of other, more recent resources and software that have taken priority over Global/Discovery.

Impact:

The ILS is not being used to its potential, however the staff are skilled in using many other new software bought to enhance teaching and learning with the IWB’s.

Key Successes during ICT Development Plan 2002-2005

Interactive Whiteboards fitted in every classroom. Interactive Whiteboard teaching software (Easiteach) bought and training

provided through Athena and ICT Co-ordinator E-Learning Credits spent on developing software resources throughout

school. Extension of School Network cabling (Amillan) to allow for future network

expansion with additional network points in classrooms and 2 new switches. High speed Broadband Internet access available across school. Migration of SIMS data to SIMS.net Purchase of new Management/SIMS server School website now online and awarded BGfl Website of the Week twice. Control and Modelling Hardware bought for KS1 (Bee-Bots) Quotations received from Tempus, Teksys, Elonex and Viglen to upgrade

computers throughout school and replace Curriculum Server. All classes have a video player and/or DVD facilities in their classroom.



Targets 2005-2008

Objective 1: To ‘future proof’ our School Curriculum network for the next 3 years. Leadership: ICT Co-ordinator Key Actions:

• To replace Curriculum Server • To replace/upgrade workstations in suite and classrooms • To utilise the enhanced School Network • To improve the computer:child ratio

Staff Development:

• Training required on use of new school network • Network management training for ICT Co-ordinator

Resource Implications: Costs of between £15,000-£20,000 have been quoted for the above upgrades. Collective Review: Staff to be informed of changes and consulted on their requirements of the new Curriculum server/network through Key Stage meetings.

Success Criteria/Outcomes: School Network is

up-to-date and future proof until end of 2008.

Technical issues reduced raising confidence of the use of ICT throughout the school.

Start Date: Dec.2005 Finish Date: May 2006

Review

Completed May ’06 with installation of new Viglen Classlink server and new workstations for ICT Suite- legacy suite machines have been upgraded and moved into classrooms.

Impact:

School Network will be faster and more reliable. More computers will be available for use.



Objective 2: To plan effectively for the Total Cost of Ownership of ICT Hardware in school. Leadership: ICT Co-ordinator, Headteacher, Finance Officer Key Actions:

• Complete a review of TCO for next 3 years using NAACE matrix • To make provisions in School Budget for meeting the TCO.

Staff Development: • ICT Co-ordinator to liaise with Link2ICT.

Resource Implications: ICT Co-ordinator management time to complete TCO Audit. Collective Review: TCO Audit shared with staff.

Success Criteria/Outcomes: School Budget will

reflect the TCO for the hardware on site.

Start Date: Dec.2005 Finish Date: May 2006

Review

TCO produced in May 2006, updated version now forms part of ICT Mark development plans- see ICT Mark Blog.

Impact:

The school will be financially more able to meet the needs of the Total Cost of Ownership of School ICT infrastructure.



Objective 3: To gain the ICT Mark (formerly NAACE Mark) Leadership: ICT Co-ordinator, SMT, staff, LSA/TA’s Key Actions:

• To begin the audit process using NAACEMark criteria. • To update/rewrite ICT Policy • To apply for initial consultation for ICT Mark. • To identify areas for development and action plan to meet these. • To embed ICT Development into School Development Plan

Staff Development:

• To make staff aware of the ICT Mark criteria • To involve them in review of school’s ICT provision.

Resource Implications: Costs of £500-£600 have been suggested by Link2ICT for the consultation processes and Award costs. Time provision of 6 weeks-6/12 months to gain award. Collective Review: Staff involved in process from outset through Key Stage Meetings and regular review of progress through the ICT Mark process in SMT/INSET

Success Criteria/Outcomes: ICT Mark gained

Start Date: April 2006 Finish Date: April 2007

Review

Began in Sept ’08 after the change from NAACE Mark to ICT Mark and changes in self-review framework. See ICT Mark page on website for action plans/progress.

Impact:

ICT at Chad Vale will have a focus for further improvement and achievement through meeting the criteria of the ICT Mark.



Objective 4: To develop an E-portfolio of ICT achievements across the school. Leadership: ICT Co-ordinator, Staff, pupils Key Actions:

• To set up folders on the network for the E-portfolio. • To collect samples of ICT work since previous Ofsted inspection showing

progression and achievement throughout the school. • To update and back-up E-portfolio on a regular basis.

Staff Development: • To train staff how to access the E-portfolio. • To enable children to save an excellent piece of work to the E-portfolio.

Resource Implications: INSET/ICT Co-ordinator time to set up network folders and collect samples from previous years. INSET time for teachers to save work into E-portfolio. Collective Review: Through a bi-annual review of samples in the portfolio.

Success Criteria/Outcomes: E-portfolio to show

the full range of ICT work carried out throughout school.

Start Date: April 2006 Finish Date: ongoing

Review

E-portfolio (Central Resource Library) now available to all staff (Jan ’07) with secure areas for teacher planning.

Impact:

Standards of ICT will rise as children will be able see ‘excellent’ ICT work in the portfolio and strive to achieve this.

Plan agreed by: I.C.T Co-ordinator:__________________________ Date:___________________ Paul Sansom Staff:_____________________________________ Date:___________________ Head Teacher: ____________________________ Date:___________________ Robin Haselgrove Governors:________________________________ Date:___________________



How the school uses ICT to raise educational standards • Every class has an Interactive Whiteboard linked to the Class computer and

School Network for daily teaching of the curriculum. • Each class has 2 timetabled slots in the ICT suite. One for teaching ICT Core

Skills based on QCA ICT Schemes of Work and one for teaching a daily literacy or Numeracy lesson in the suite.

• The cross-curricular nature of teaching ICT skills will enable literacy and

Numeracy targets to be achieved, e.g. teaching of use of shift key and punctuation. Each unit in the Smart Learning ICT package includes curriculum links to other subjects, NNS and NLS.

• Up to 7 ‘Project Slots’ are available within the timetable for children to access

other areas of the curriculum through the ICT suite, e.g. History research, Geography on-line mapping, Science data-handling.

• The suite has a DVD player linked to the interactive whiteboard, for topic based

videos, as well as a portable TV/Video on a stand. • Video-conferencing projects, linked to the curriculum have been carried out with

other consortium schools (Athena EAZ), and Year 6 link with the local secondary school, Harborne Hill for Numeracy, handwriting and SATS revision lessons. This varies from the children going to Harborne Hill, or taking part in lessons taught at other schools and linked to Chad Vale through multi-point video-conferencing.

School Improvement Targets The school improvement targets for children achieving level four and above by 2006 are:

Literacy: Numeracy:

ICT will be used to help achieve these targets through the range of methods mentioned above and specified below, related to the NNS and NLS.



Key Issues Relating to I.C.T within the NLS At Chad Vale School, I.C.T is increasingly being used to assist the teaching of NLS objectives. Teachers have begun to use a wide range of different techniques to deliver the curriculum, including:

• Use of ICT ‘electronic’ texts • Use of Whiteboard software to teach phonics. • Easiteach Literacy and Animated Stories are on every classroom computer • Shared writing using the interactive whiteboard • Interactive activities through membership of ‘Education City’. • Interactivity within lessons in the ICT suite using the ‘ActivSlate’, remote

keyboard and mouse. • A large monitor on a moveable trolley for classroom use; shared

reading/writing, guided work. • Staff have had INSET using the guidance ‘ICT in the Literacy Hour: Whole

Class Teaching’. • All children and staff have library lending account with Junior Librarian on the

library computer. • All teachers have access to Literacy Testbase software.

Key Issues Relating to I.C.T within the NNS The suite and all classroom computers have the Maths games package installed on them, and this is used for core skills teaching and consolidation. The Internet and the BGFL are also widely used by teachers for interactive activities to help the children achieve NNS learning objectives along with:

• Easiteach Numeracy used by all teachers to teach Numeracy hours. • Use of the NNS Interactive Teaching Programmes • Interactive activities through membership of ‘Education City’ and Pupil

Tracking for Classes and focus groups through this software. • All teachers have access to Numeracy Testbase software. • A set of robots (Bee-bots) and a Pixie robot is available for teaching of position

and direction. • Teachers use the online NNS Unit plans and additional plans available from

Somerset Grid For Learning and the Wirral Learning Grid.



Chad Vale Primary ICT Policy

What is ICT? “ICT stands for Information and Communication Technologies. These are the computing and communication facilities and features that support teaching and learning. It includes the use of computers, programmable toys, digital cameras and tape recorders. The Communications element relates to the use of the Internet to access resources and communication through e-mail and video conferencing”. (QCA) It also includes the skills and knowledge of IT to use ICT in school and everyday life. Aim Our aim for ICT is to

• prepare pupils in becoming confident users and explorers of ICT • support their learning in all areas of their curriculum

Objectives

• To create an environment where children can explore a variety of ICT tools and through this develop their ICT capability which allows them to effectively explore, communicate and present information and to model, measure and control events

• For pupils to learn to work independently and collaboratively through the use of ICT.

• To support and develop the staff’s own professional development so that they can act as role models for children in their use of ICT.

• To understand the strengths and limitations of ICT in working life and society. • To develop a range of skills which allow children to develop and support their

understanding the role ICT plays in their learning. • To provide a range of opportunities across the curriculum for ICT to be used.

i.e. in English word processing, simulations Planning By its very nature, ICT lends itself to supporting and enhancing the other curriculum subjects. ICT may be the main focus of a lesson enabling children to learn about it’s uses and practice skills where as at other times it will support and enhance another subject and planning will reflect this. (Refer to other policies and schemes of work for links.) The ICT scheme of work is an indication of this. Staff will follow the ‘QCA ICT schemes of work’ that will inform their teaching each half term. This scheme sets out to cover the KS1 and KS2 programme of study for ICT and so covers the 4 ICT aspects. (Refer to ICT N.C. document for details of study) In addition to this ICT is covered at the Foundation Stage in line with the Early Learning Goals. The scheme of work will set out the knowledge, skills and understanding to be taught, detail links with other curriculum areas, and the range of contexts in which to apply them.



The use of the scheme will help to ensure progression and continuity in the four aspects of study and in turn the development of IT skills through ICT being used in a range of curriculum areas. ICT in Literacy, Numeracy and Science for each Key Stage will be identified and highlighted on the appropriate planning sheets and where appropriate this will be linked to the IT scheme of work. At Key stage 1 there is no statutory requirement for ICT to be used in the non-core subjects but where there are suitable links ICT will be included. At KS2 for non-core subjects, ICT will be planned for using the QCA schemes of work and identified on short term planning sheets. (See other subject policies for details) In addition to this there may be specific lessons on teaching IT skills and these will be identified in short term planning documents. Teaching of ICT ICT is used at Chad Vale in several ways. It is taught as an individual subject (i.e. for the teaching of specific ICT skills) and used in other curriculum areas to extend and enhance learning and allow children the opportunity to practice their ICT skills in a variety of situations. Classes also have a weekly Literacy/Numeracy lesson in the ICT suite, where teachers plan to use ICT to enable the learning objectives to be achieved. Teaching methods Teaching methods will vary according to the task or subject ICT is being used in,

• Whole class teaching demonstration - i.e. specific IT skills or use of a specific program to support a subject.

• Group work -children work with support or independently practicing ICT skills or using ICT to support subject development.

• Paired or individual work. • Mixed ability groups (see Equal Opportunities) • Ability based groups.

Differentiation Teachers will plan accordingly for their children’s need. The scheme of work will allow for differentiated tasks either by outcome or the process involved. Differentiation may also occur by the level of support children are given i.e. work with Classroom Assistant, parent or alone. Assessment and recording Throughout their school life, all pupils are assessed in their ICT achievement. Assessment may take the form of observations, discussion with pupils or assessing work. Formal assessments will be completed during the school year against determined criteria. Reference to N.C. levels may be made if appropriate. Assessments may be made by the class teacher, ICT co-ordinator, NNEB’s and other support staff. A written assessment of a child’s progress in ICT will be made to parents in the annual report.



Recording pupil’s use of ICT may also take several forms:

• Tick sheets • Pupils work - prints out, on computers • Photos comp software. • Class assessment sheet with the learning objective identified

Every child’s ICT achievement is recorded using the Chad Vale Electronic Record System. This allows quick access to each topic and each child’s progress is recorded using the QCA criteria. An E-portfolio is in development to help moderate standards in ICT and show progression through the Key Stages. In addition the children choose a piece of ICT work to go into their Blue Achievement Folder every term. Access Pupils access to ICT will be based through class-based computers, an ICT suite which is to be developed and use of other ICT equipment i.e. tape-recorders, digital cameras. Each classroom currently has its own networked computer and with access to network resources and roaming profiles to ensure continuity and progression through the use of the same software. Use of the technology will be supported by the class teacher and LSA’s/TA’s. Due to the nature of ICT, children will have access to the Internet and Intranet and therefore the issue of unsuitable material being accessed is raised. An ICT protection policy therefore sets out guidelines to be followed. We use the BGfl Firewall which filters out the majority of unsuitable material. Resources and funding The ICT Suite is due to be upgraded in 2006, with a new Curriculum Server. Maintenance The ICT co-ordinator will initially deal with any minor maintenance and difficulties. A technician is currently employed from Athena to maintain hardware and software and deal with further problems. The ICT co-ordinator will work with the technician and co-ordinate work that they and staff have identified. Staff training An audit of staffs’ ICT skills will be taken, in order to identify individual needs of staff. Further training will be undertaken by an accredited ICT trainer (which will be f unded by the New Opportunities Fund). It will take the form of Inset training in addition to independent study by staff. Evaluation of training will be discussed by staff and allow further needs to be identified and appropriate training planned for the future. Where staff are not entitled to the NOF training (NQT’s from 1999 have already received training on their courses) further training needs will be identified and where possible training given. Classroom assistants and support staff will also be offered the opportunity to join in training sessions where it is appropriate, either by ICT co-ordinator or the accredited trainer. Class teachers will need to ensure that support staff are able to implement any ICT activities by being familiar with the skills and learning objectives to be taught. New members of teaching staff will need to complete an audit of ICT skills and where necessary be given the opportunity to address any training needs.



Monitoring and evaluation By the very nature of ICT there is a high incident of change. Proposals for the future development of the curriculum, resources and staff training needs is therefore a long term plan rather than short term because of cost and training involved. The ICT co-ordinator will monitor the policy, planning and teaching and provide support where necessary. Changes to the scheme of work, training resources and assessment will be made after discussion with staff and the S.M.T. The scheme of work will be monitored annually or after each unit of study has been taught. Equal opportunities We are committed to ensuring all children, irrespective of gender, culture, race or disability have equal opportunities to access and experience ICT. Pupils with learning disabilities can also be given greater access to the whole curriculum via ICT. The school with the help of the S.E.N.C.O. and outside agencies will provide specialist equipment and software where necessary and identify and plan for specific learning needs. It is also suggested that girls work better together than in mixed sex groups and this is important to bear in mind when planning group work. Role of ICT co-ordinator

• To review and update ICT policy and schemes if work • To keep staff informed of changes and initiatives • To ensure continuity and progression in planning and teaching of ICT • To assist staff with planning • To monitor teaching of ICT and use of ICT in other curriculum areas • To update and purchase new resources • To manage a designated budget • To attend courses • To lead staff meetings and inset days on ICT • To monitor children’s work and observe children using ICT • To keep the Governing Body informed of ICT in school • To work with ICT technician in updating and maintaining ICT equipment • To identify training needs • To develop and put into practice ICT Development plan • To liase with outside ICT agencies

Policy reviewed March 2006 Agreed by staff and Governors ________________________________



Chad Vale Primary ICT Protection Policy The Internet is an international community where information and views of all kinds can be displayed. As a school we believe this creates valuable opportunities to improve children’s learning by extending the range of information, resources and people which they can encounter. We recognise that to benefit children must develop personal responsibility in their use but in turn receive an appropriate level of protection from school. To do this we need to exercise caution whilst still allowing children to engage with the Internet and giving clear support and guidance for staff and children on its use. Pupil’s access to the Internet The school will encourage use by pupils of the rich information resources available on the Internet, together with the developments of skills to analyse and evaluate such resources. Obviously, a distinction needs to be made between what material is illegal and what is harmful. It is of course illegal to distribute copyrighted works (i.e. music and software) or personal data without authorisation. Harmful material is a more subjective matter and staff will discuss any material encountered with appropriate action being taken. In addition to this children and staff will also follow a number of guidelines for the use of the Internet and intranet.

1. At Chad Vale Primary School we will ensure that at all times children will be supervised when using the Internet or intranet. This can range from supervision by teachers, support staff or parents (who will have been informed of our guidelines on safe use of the internet).

2. Computers will be in a public place where the screen is visible and random

checking of computer records of sites visited will be made.

3. The installation of a ‘Firewall’ and an ISP with filtered access will also prevent access to unsuitable material. Staff will ensure material children view is suitable through previewing sites to be visited.

4. Parent’s will be informed of our policy on this and will be asked to discuss with

their children how to use the internet safely

5. Parents will be asked to give permission through a signed letter for their children to have access to the Internet and intranet.

6. Children will also be taught how we can use the Internet safely.

7. All classes will have their own e-mail address and Year 6 will be given their

own login and password. Their names will not be identifiable.



Use of Internet - guidelines Class teachers will discuss with children how to use the Internet safely and discuss with them the following rules.

1. Never tell anyone you meet on the internet your full name, home address, telephone number or your school’s name unless you are given permission to by your teacher or parent.

2. Never send anyone your picture without checking with your teacher or parent.

3. Always tell your teacher or parent if someone says or writes something which

makes you feel upset or worried and that their concern will be confidential and help protect other pupils.

4. Always ask permission from a member of staff before using the Internet.

5. Only e-mail people you know or the teacher has approved.

6. Understand that school may check the computer files and monitor Internet

sites visited. Publishing material on the web

1. Work by pupils will only use forenames and parents will be informed in advance.

2. Any work published will only use school or class e-mail addresses and follow

the above guidelines.

3. Any photos published on the school website will be reduced in quality and will never name the child.

The ICT co-ordinator will monitor the use of web sites visited but it will remain the responsibility of the teacher who is working on the Internet with children to be aware of the possible dangers and ensure they are protected to the best of their ability by following school guidelines. This policy will be reviewed at least once a year and monitored by the ICT co-ordinator. Discussed and agreed by staff ____________________________ Agreed by Governors______________________________ Policy reviewed March 2006



Rules for Responsible Internet Use The school has installed computers and Internet access to help our learning. These rules will keep everyone safe and help us be fair to others. • I will only access the system with my class password and in Year 6 my own login

and password which I will keep secret. • I will not access other people’s passwords. • I will only use the computers for schoolwork and homework. • I will not bring in floppy disks from outside to school unless I have been given

permission • I will ask permission from a member of staff before using the Internet. • I will only e-mail people I know, or my teacher has approved • The messages I send will be polite and responsible. • I will not give my home address or telephone number, or even arrange to meet

someone, unless my parent, teacher has given permission. • I will report any unpleasant material or messages sent to me. I understand this

will be confidential and will help me protect myself and others. • I understand that school may check my computer files and may monitor the

Internet sites I visit. Full name Signed Date