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PARK HILL JUNIOR SCHOOL
COMPUTING POLICY
Reviewed: November 2017
Next review date: November 2019
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Park Hill Junior School
Computing Statement
This document is a statement of aims, principles and strategies for the use of computing at
Park Hill Junior School.
What is Computing?
Computing is the storage, processing and presentation of information by electronic means,
including computers, calculators, electronic toys and devices, digital cameras, scanners and
musical instruments. Computing and ICT comprises the knowledge, skills and understanding
needed to employ information and communication technologies appropriately. The school
recognises and supports both the cross-curricular nature of computing and its importance as
a tool for learning as well as a subject in its own right.
Computing Vision
Our vision is to lead the way in providing opportunities for children to use and become
familiar with emerging technology to enhance their learning. Park Hill Junior School sees
computing as the key to unlock the potential of pupils in all subjects. We see the
appropriate use of computing as a means to raise standards across the curriculum for all
children regardless of ability in each subject.
National Curriculum
The national curriculum for computing 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.
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1. Statement of Aims
At Park Hill Junior School we aim, through the delivery of the National Curriculum, to enable
all children, irrespective of gender, ethnicity or ability to use computing. This will be to
enhance and extend their learning in all subjects and to gain the confidence and capability
to use computing in everyday life. We aim to integrate computing across the whole
curriculum, and to stimulate interest in new technologies.
In line with our school aims and objectives, and the LGfL Computing guidelines, all pupils
should be able to attain the highest possible standards in the National Curriculum for
computing in order to:
Develop computing capability and practical application of these skills
Understand the capabilities and limitations of computing and the implications and
consequences of its use
Use computing to support the development of language and communication skills in
all areas of the curriculum
Raise pupils’ level of achievement in all subjects and areas of experience in the
primary curriculum
Enable them to work collaboratively with their peers and others both inside and
outside the school.
We aim that children should:
Develop their understanding of computing and its application in their everyday lives
Gain an understanding of the benefits of computing
Begin to appreciate the power of computing and its effect on our society
Enjoy computing and tackle all applications, using a range of devices and software,
with confidence and a sense of achievement
Be able to use computing to store, communicate, present information and
interrogate data
Be able to explore the Internet and learn to communicate via email in a safe way (in
line with the Acceptable Use Policy)
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Be able to use computing to control movement e.g. Probots.
2. Rationale for the Aims
Computing is central because:
It is an important medium for learning and study at all educational levels
Its use is increasingly widespread in the modern technological world and is likely to
continue to grow
It is vital that pupils have the confidence and flexibility to adapt to life-long changes
in technology
At present, the use of computing is likely to fall into three categories:
1) Collecting, analysing and presenting information e.g. bar code readers, word
processors, spreadsheets and databases
2) Controlling an enormous range of domestic and commercial devices, ranging from
washing machines, videos, cars in existing technologies and upcoming technologies
like connected homes and driverless cars
3) Sending and receiving information by electronic means, including telephone, fax, e-
mail, optic cable, satellite and TV transmission
Computing is seen as both a discrete subject; part of the foundation subject curriculum, and
as a cross-curricular strand in the National Curriculum.
3. Links between other Curriculum Policies
Computing is taught as a discrete subject but is also seen as a tool to be used as appropriate
throughout the curriculum to support and enrich children’s learning. In order to ensure
valuable areas of experience are covered:
It is the responsibility of each subject leader to ensure that appropriate and up-
to-date Computing resources and equipment are available for use in their
curriculum area
Computer use is carefully managed so that each class is timetabled to access the
E-Learning Suite or laptop trolley for 1 hour per week, so that pupils are given
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equal access. This also enables teachers to use the suite for cross-curricular
learning. Teachers also have access to a class set of laptops, which can be used
during any lesson to support learning.
Computing is offered as an entitlement for all pupils
4. How and where Computing will be taught and developed
In computing lessons, the pupils will have individual access to a computer and will be taught
specific computer skills; they will also use the computers to enhance other curriculum areas,
when and where appropriate. (See Appendix 2 – ‘Good Practice’) All children have access to
iPads within the classroom.
In addition to the computer suite and laptop trolley, pupils have access to the classroom
laptop, which can be linked up to the projector and used via the interactive whiteboards.
Use of the iPads, laptop and interactive whiteboard is the responsibility of the class teacher
and should be integrated into weekly lesson plans as appropriate.
There is a designated computer by each ‘Year Group Library’ for electronically cataloguing
library books and for children to complete their Accelerated Reader quizzes.
5. Special Educational Needs
Children with Special Educational Needs have the same computing entitlement and
opportunities as all other pupils. In addition, particular applications of computing software
or hardware may be used to assist certain children. These resources will be used and
allocated after consultation with the Senior Leadership Team, SENCo and class teachers.
Specific resources may be assigned for use with an individual child where appropriate. The
use of appropriate hardware and software is available to meet individual learning needs.
The facilities available are reviewed as necessary by the Computing Subject Leader and the
SENCo.
6. English as an additional language (EAL)
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Computing can be extremely effective in developing the English language skills of those for
whom English is an additional language. The SENCo regularly reviews resources that will
provide support for EAL children, this can take the form of suitable web sites.
7. Assessment in Computing
Teachers assess children in computing using the school’s benchmarking tracking system;
assessing the pupils against year group specific objectives, based on the topics studied.
When possible, finished work is printed and displayed, this should be marked in accordance
to the marking policy.
Reporting to parents is undertaken verbally on a termly basis at consultation evening. In the
summer term a written report provides parents with a measure of attainment in computing,
and outlines the next step for further development.
8. Schemes of Work
Schemes of work have been written for use during timetabled computing lessons, where
appropriate these have been closely linked to curriculum topics undertaken in the
classroom. The Computing Subject Leader monitors the schemes of work and is responsible
for ensuring that they are modernised and updated as and when new technologies/software
are introduced.
9. Computing and ICT Curriculum Development
As part of the school development plan the subject leader assesses the schemes of work,
resources and staff training needs in order to be aware of current issues and trends.
Pupils offer input through child conferences as to how they see computing developing to
support their learning. A termly subject FADE review is carried out by the subject leader to
ensure topics are sufficiently engaging and challenging and are fully resourced.
10. Plan of Action
At the end of the year, schemes of work, lesson plans and FADE reports will be analysed to
identify areas of success and development within the curriculum.
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An analysis of equipment and resources will be undertaken to include older computers,
software, and other hardware, in preparation for the annual capitation bid. The audit is kept
up-to-date throughout the year, as equipment/resources are purchased/disposed of.
Currently the school’s pupil to computer ratio is 6:1 (360 pupils having access to 60
PCs/laptops)
11. Staff development and INSET
The school is committed to providing support and raising the computing capacity of its
entire staff as well as its pupils. CPD/INSET is provided by the Computing Subject Leader or
outside agencies. Training can occur at staff meetings, INSET days or via external courses
run by the Croydon Octavo or other agencies.
12. Resourcing
Park Hill Junior School has the following equipment in the E-Learning Suite:
The suite has 32 computers which are fully networked and have access to the
Internet via Virgin Media and LGfL.
Access to a scanner (via the photocopiers in the staff room) and digital cameras.
There is photo quality paper for use with the digital cameras.
Hue Web Cam (camera) in every classroom for teachers to use as a teaching aid
Data loggers (15) for use in science, maths and geography
Control boxes (Data Harvest) are available for classroom use; these are jointly used
for computing and design & technology
Pro-Bot programmable robots are available and are stored in the E-Learning Suite
A set of USB microphones and DigiBlue cameras for multimedia work.
Access to the Internet – All teachers have access to a school e-mail address and each
year group has its own e-mail account via the ‘London Grid for Learning (LGfL)
Portal’. Teachers should be solely responsible for vetting outward messages BEFORE
they are sent and inward messages BEFORE they are read by children. (See Safe Use
of the Internet document)
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13. Teachers’ laptop computers
All teachers are allocated their own laptop which has current virus protection and relevant
teaching software loaded. Teachers must not load other un-authorised software onto the
laptops due to licensing issues and risks associated with unauthorised software such as
Malware, Spyware, Adware and Viruses. Teachers should always seek the advice of the
Subject leader in such matters. A log of laptops (serial numbers and brands) is kept on the
SIMs asset log.
14. Updating and maintaining Equipment
The school in August 2009 commissioned a new server and invested in a suite of PCs which
included 32 new RM Ascend computers using the new CC4 network system. The school will
set aside funding for future upgrade projects.
Teachers/staff wishing to use equipment ‘off site’ (including day trips, school journeys and
for use at home as a means to practice using the equipment) must inform the Computing
Subject Leader.
Computing resources are valuable and sensitive to the environment in which they are kept.
Information on handling and storing all hardware and software can be found in the relevant
material accompanying the item or stored in the E-Learning Suite.
Staff laptops that are deemed no longer suitable for classroom use are to be returned to the
subject leader for maintenance by the technician. If still useable, they will be reallocated
elsewhere within the school (i.e. 1:1 tuition.)
15. Support and advice
The Computing Subject leader offers support and advice to all staff on the use of computing
hardware, software and curriculum issues. A half day (per week) of technical support is
provided by OpenAir and Folio (alternative weeks).
Parents are annually invited to E-Safety training, at the school, to update them with the
current risks, issues, advice and guidance, relating to keeping children safe online, with a
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view to enjoying and learning about technology. The school website is also kept up-to-date
with E-Safety information for parents to access from home: http://www.phjs.co.uk/parent-
info/e-safety/, and guidance is given in the newsletter periodically.
16. Health and Safety
General electrical safety.
Annual electrical checks are carried out by registered companies, organised by
the Premises Manager. PAT testing is completed annually in April (last check April
2017) whereas the Fixed Wiring Testing is completed every 5 years (last check
Summer 2017).
Wiring should be in good condition, secure, (not trailing) and any problems with
electrical devices be dealt with by following the step- by-step guide as shown in
Appendix 1.
Report any non-dangerous faults to the Computing Subject leader. All faults also
need to be communicated to the Head Teacher.
Establish appropriate working conditions e.g. the choice of seating, amount of
working space and room temperature. Computers should be carefully located in the
classrooms to avoid reflection from the direction of sunlight on the monitor.
Use data projectors safely in line with Appendix 3.
17. Evaluation of the policy
The evaluation of this policy will be carried out by careful monitoring of the work produced
in all classes. The Computing Subject Leader will work with other teachers and staff to
assess the need for modifications.
19. Policy review
The policy will be reviewed on a two-yearly basis and staff discussions will inform future
planning and modification of the document.
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Appendix 1
Electrical Safety
Signs of electrical failure or impending danger might include;
Burning smell
Arching (Noise) or just unusual sounds from the device
Frayed or damaged cables
Unusual flashing lights or screens
In the event of signs of electrical failure of any equipment, staff should follow the correct
procedure below making sure that they ensure that their safety and the safety of the
children is their first concern.
1) Move all children away from the affected piece of equipment,
2) Ask a pupil to seek other adult support (if necessary)
3) Turn off the electrical device at the mains (if possible)
4) Remove the piece of equipment from the classroom, placing a notice on the device
stating ‘Dangerous – Do not use’.
5) Inform relevant parties (Head Teacher, Computing Subject leader, OpenAir
technicians)
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Appendix 2
Good Practice
General
Children should be encouraged to load and exit from programmes in the correct
manner. They should be able to develop key skills of saving their work in a variety of
folders and storage devices
When using any programme, children should be encouraged to save their work
frequently. A fact of life when using computers is that sometimes things go wrong;
work that is regularly saved is retrieved more easily
Children should be encouraged to use sensible, meaningful names when saving
work. This will not only make it easier to retrieve work but will also make it easier for
teachers to access work for portfolios and clear hard disk space
When entering any information from the computer keyboard, children should be
encouraged, where appropriate, to use fingers on both hands
Children should be aware of leaving the computer station in the way in which they
found it, ensuring all accessories are returned to their correct location
Word processing
When correcting mistakes in a piece of text, children should be encouraged to use
the cursor keys or mouse to point to the mistake and then use the delete key
When deleting large blocks of text, such as paragraphs or sentences, children should
be encouraged to select the area and use a cut or global delete facility rather than
deleting character by character
Children should be encouraged to enter and amend the main body of text before
changing the layout, font style and size
Data handling
Children should be encouraged to consider why we collect data, what can be done
with it and the limitations of using a computer to handle data
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Children should be taught to consider the most appropriate type of data handling
package i.e. as a general rule, if most data is numeric, then a spreadsheet might be
most appropriate; if most data is alphanumeric, then a database programme might
be more appropriate
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Appendix 3
Interactive Whiteboards and Computer Projects
Safety Note on Using Interactive Whiteboards in the Classroom
All suppliers of interactive whiteboards are required to provide health and safety advice
regarding the safe use of projectors which complies with requirements under section 6 of
the Health and Safety at Work Act 1974.
It is important to be aware of the health and safety implications of using projection
equipment, such as interactive whiteboards, in the classroom, particularly if children and
teachers might be standing in front of the beam to present to the rest of the class. All
projectors, if misused, have the potential to cause eye injury, and hence some simple
guidelines should be followed:
It must be clear to all users that no-one should stare directly into the beam of the
projector
When entering the beam, users should not look towards the audience for more than
a few seconds
Users should be encouraged to keep their backs to the projector beam when stood
in the beam
Children should be supervised at all times during the operation of the projector
It is generally accepted that a maximum of 1500 ANSI lumens is adequate for projection
equipment in most classroom environments, except in the most ambient lighting conditions,
where it is advised that window blinds are used rather than increasing the brightness of the
projector.
When purchasing or using projectors for purposes where there is likely to be a person
standing in front of the beam, consideration should be given to the use of a method of
brightness reduction, such as a neutral density filter or brightness adjustment facility. These
modifications can be removed or adjusted for other purposes such as cinema projections,
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where there is not an intention that someone will be standing in front of the beam, so
allowing the projector to be used to its full image quality potential.
It is recommended that health and safety notices are posted adjacent to interactive
whiteboards. Although the content or posting of such notices is not a requirement under
Law, it should be considered as best practice.
Computer Projectors – Advice from the HSE
Along with the Health and Safety Commission (HSC), the Health and Safety Executive (HSE)
is responsible for regulating the risks to people’s health and safety in the workplace. This
information is also available on the DfES website.
The HSE offers the following guidelines for the safe use of computer projectors in the
classroom:
Computer projectors, which are used to show presentations or to illuminate interactive
whiteboards, can expose the eye to levels above one of the exposure limits by which the
HSE takes its guidance. Therefore, although such exposure limits are not statutory, the HSE
considers the following advice to be good practice in respect of the use of these projectors
by employers in the education sector.
Guidelines
Employers should establish work procedures for teachers/lecturers and pupils/students and
give instruction on their adoption so that:
Staring directly into the projector beam is avoided at all times
Standing facing into the beam is minimised. Users, especially pupils and students,
should try to keep their backs to the beam as much as possible. In this regard, the
use of a stick or laser pointer to avoid the need for the user to enter the beam is
recommended.
Pupils and students are adequately supervised when they are asked to point out
something on the screen.
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Employers should also try to ensure that projectors are located out of the sight line
from the screen to the audience; this ensures that, when presenters look at the
audience, they do not also have to stare at the projector lamp/ the best way to
achieve this is by ceiling mounting rather than floor – or table mounting the
projector.
In order to minimise the lamp power needed to project a visible presentation,
employers should use room blinds to reduce ambient light levels.
Who is responsible for Computing Health and Safety in Schools?
The Local Advisory Board retains overall responsibility for health and safety management,
which also includes computing health and safety in schools.
The Local Advisory Board may delegate certain tasks to schools including risk assessment,
however, it is often the Head Teacher or classroom teacher who holds the day to day
responsibility to ensure that computing equipment is used correctly and safely.
Information relating to the safe operation and use of projection equipment must be
provided by the suppliers with all installations, especially in relation to beam viewing by
teachers and pupils/students etc.