Introduction:
This policy expresses the school’s aims, principles and
strategies for the teaching and learning of Information and Communication
Technology (ICT). It was developed in (term/year) by the ICT Subject Leader
(name) through discussion with
teachers and the leadership team. It
will be reviewed on (date).
Vision:
What is your vision for ICT? Have you shared the vision with the
school community? How does the vision contribute to the effectiveness of
teaching and learning across the school?
Sample statement:
ICT is used to bring families into the learning process.
ICT is used to equip all learners with the experience and skills for ICT that they
will use in a fast-changing technological world.
Learners in our school will be confident and independent when using ICT to solve problems
across the curriculum
Aims:
How do you ensure that ICT is embedded across the curriculum?
How is ICT continually developing in your school to embrace new technology and innovations?
What influences (school, cluster and national) are there on ICT in your school?
Are all the aims addressed in the school development plan/school evaluation form?
How do you ensure that all learners have equal access to ICT?
What account is taken of children’s experiences of ICT within the wider community?
Sample statement:
Children, parents, staff, governors and the wide community have relevant and meaningful
experiences using ICT.
The school meets the requirements of the Foundation Stage Curriculum and National
Curriculum.
Children have a growing awareness of how ICT is used in the world around them and of the
benefits that it provides.
ICT is used to support problem solving and learning across the curriculum.
ICT is used to bring together home and school experiences.
ICT is used imaginatively to engage all learners and widen their learning opportunities,
Children have access to a variety of resources and are encouraged to reflect on the choices they make.
Curriculum coverage and progression:
How do you ensure coverage and progression in your school/setting?
What opportunities are there for ICT in all areas of learning?
Sample statement:
Long term planning using the Somerset ICT Progressions demonstrates coverage and
progression of the key objectives for ICT
Opportunities for embedded ICT as a tool to support learning and teaching are identified in
curriculum planning, based on the LEA ICT Progressions.
Medium term planning takes account of differentiation and progression.
Assessment:
How have you applied the principles for assessment for
learning?
What do you do to involve children in pupil and peer self
evaluation?
How do you share children’s progress with the school
community?
Sample statement:
Progress is assessed using the key objectives for ICT and end of year expectations from
the LEA ICT Progressions.
Children are encouraged to set success criteria for their work.
Open questions, such as those in the Somerset ICT Progressions, are used to challenge
children’s thinking and learning.
Children are encouraged to evaluate their own and others’ work in a positive and
supportive environment, including online peer assessment
Lesson observations, summative and formative assessment fully inform future
planning.
Teacher’s judgments are supported through agreement trialling and a portfolio of evidence.
Information is shared with the school community through display, celebration
events, newsletters, and reports.
Liaison and transfer between years and
settings:
How is information shared with different years and settings?
Sample statement
Children’s attainment in ICT is shared across the school to ensure consistency and
progression.
Children maintain an online portfolio of learning through the VLE, which is carried with
them through their school career.
Monitoring:
How do you ensure that monitoring has an impact on learning and
teaching?
Do you use a variety of monitoring strategies including:
discussion with children, environments, aspects of teaching, planning and work
samples?
How are staff supported to be able to use new technologies with
learners?
Sample statement:
ICT is monitored regularly through pupil discussion, samples of work, an online
working portfolio and the use of the NAACE Self Review Framework.
Systematic monitoring of all aspects of ICT informs the subject leader and school
development plan /school evaluation form.
There is a regular audit of the training needs of teachers and teaching assistants to
improve their subject knowledge and expertise.
Inclusion:
How does the school/setting ensure that all learners have opportunities to access ICT according to their needs?
Sample statement:
The school provides regular access for children and families to use ICT facilities
in and out of the school day.
Children’s individual needs will be addressed through provision of resources and additional
support where necessary.
Equal opportunities:
How does the school/setting ensure that there are equal
opportunities for all?
Sample statement:
All children are entitled to equal access to ICT opportunities to ensure that they
develop their own personal ICT capability.
Early Years:
What provision is there for ICT experiences in the Early
Years?
Sample statement:
Children will have ICT experiences indoors, outdoors and through role play in both
child-initiated and teacher-directed time.
Children share their learning with their families through the VLE
Home, school and community
links:
How is ICT shared and celebrated at home, school and throughout the community?
What impact do local and national ICT initiatives have on the home, school and wider community?
Sample statement:
ICT developments and achievements are shared online, through newsletters and school
publicity.
A positive relationship is fostered with home, school and the wider community by
keeping all members informed and sharing
outcomes.
Resources:
How are resources organised throughout the school/setting?
Who is responsible for auditing and maintaining resources?
How is the impact of deployment of resources measured?
How are resourcing decisions for the future made?
Sample statement:
Resources are purchased and deployed effectively to meet the requirements of the
Foundation Stage Curriculum and National
Curriculum.
An ICT asset register is maintained on the school’s SIMS
database.
The ICT Action Plan expresses the school’s priorities for future expenditure and is
reviewed by the ICT subject leader, governors and senior management who
Governors and senior management ensure that they achieve value for money by implementing
the principles of best value in evaluating, planning, procuring and using ICT
provision.
Roles and responsibilities:
What role does the leadership team have in the development of
ICT?
How are governors involved?
What are the characteristics of an effective ICT subject
leader?
What are the responsibilities of a technician?
Sample statement:
The school community works together to ensure the implementation of the ICT
policy.
The subject leader is responsible for monitoring curriculum coverage and the impact
of learning and teaching.
The subject leader liaises with the ICT technician to ensure that the systems are
running efficiently.
e-Safety:
How does the school ensure that children understand methods to
keep safe online?
Sample statement:
The school has a e-safety policy in place that details how the principles of
e-safety will be promoted and monitored.
The school promotes the principles of e-safety by following the Somerset ICT
Progression in e-sense, and consistently models and shares the principles so
that they are understood by children.
Health and safety:
Are all health and safety requirements met in the school/setting?
Sample statement:
Age appropriate class and safety rules are displayed in the learning
environment.
Equipment is maintained to meet agreed safety standards.
Further guidance can be found in the school’s health and safety policy.
Review:
How often do you plan to review the learning and teaching policy
for ICT?
Who will be involved in the review?
What additional information do you need for your review?
Sample statement:
This policy will be reviewed annually by the ICT subject leader and leadership team
and shared with the school community.
This policy expresses the school’s aims, principles and
strategies for the teaching and learning of Information and Communication
Technology (ICT). It was developed in (term/year) by the ICT Subject Leader
(name) through discussion with
teachers and the leadership team. It
will be reviewed on (date).
Vision:
What is your vision for ICT? Have you shared the vision with the
school community? How does the vision contribute to the effectiveness of
teaching and learning across the school?
Sample statement:
ICT is used to bring families into the learning process.
ICT is used to equip all learners with the experience and skills for ICT that they
will use in a fast-changing technological world.
Learners in our school will be confident and independent when using ICT to solve problems
across the curriculum
Aims:
How do you ensure that ICT is embedded across the curriculum?
How is ICT continually developing in your school to embrace new technology and innovations?
What influences (school, cluster and national) are there on ICT in your school?
Are all the aims addressed in the school development plan/school evaluation form?
How do you ensure that all learners have equal access to ICT?
What account is taken of children’s experiences of ICT within the wider community?
Sample statement:
Children, parents, staff, governors and the wide community have relevant and meaningful
experiences using ICT.
The school meets the requirements of the Foundation Stage Curriculum and National
Curriculum.
Children have a growing awareness of how ICT is used in the world around them and of the
benefits that it provides.
ICT is used to support problem solving and learning across the curriculum.
ICT is used to bring together home and school experiences.
ICT is used imaginatively to engage all learners and widen their learning opportunities,
Children have access to a variety of resources and are encouraged to reflect on the choices they make.
Curriculum coverage and progression:
How do you ensure coverage and progression in your school/setting?
What opportunities are there for ICT in all areas of learning?
Sample statement:
Long term planning using the Somerset ICT Progressions demonstrates coverage and
progression of the key objectives for ICT
Opportunities for embedded ICT as a tool to support learning and teaching are identified in
curriculum planning, based on the LEA ICT Progressions.
Medium term planning takes account of differentiation and progression.
Assessment:
How have you applied the principles for assessment for
learning?
What do you do to involve children in pupil and peer self
evaluation?
How do you share children’s progress with the school
community?
Sample statement:
Progress is assessed using the key objectives for ICT and end of year expectations from
the LEA ICT Progressions.
Children are encouraged to set success criteria for their work.
Open questions, such as those in the Somerset ICT Progressions, are used to challenge
children’s thinking and learning.
Children are encouraged to evaluate their own and others’ work in a positive and
supportive environment, including online peer assessment
Lesson observations, summative and formative assessment fully inform future
planning.
Teacher’s judgments are supported through agreement trialling and a portfolio of evidence.
Information is shared with the school community through display, celebration
events, newsletters, and reports.
Liaison and transfer between years and
settings:
How is information shared with different years and settings?
Sample statement
Children’s attainment in ICT is shared across the school to ensure consistency and
progression.
Children maintain an online portfolio of learning through the VLE, which is carried with
them through their school career.
Monitoring:
How do you ensure that monitoring has an impact on learning and
teaching?
Do you use a variety of monitoring strategies including:
discussion with children, environments, aspects of teaching, planning and work
samples?
How are staff supported to be able to use new technologies with
learners?
Sample statement:
ICT is monitored regularly through pupil discussion, samples of work, an online
working portfolio and the use of the NAACE Self Review Framework.
Systematic monitoring of all aspects of ICT informs the subject leader and school
development plan /school evaluation form.
There is a regular audit of the training needs of teachers and teaching assistants to
improve their subject knowledge and expertise.
Inclusion:
How does the school/setting ensure that all learners have opportunities to access ICT according to their needs?
Sample statement:
The school provides regular access for children and families to use ICT facilities
in and out of the school day.
Children’s individual needs will be addressed through provision of resources and additional
support where necessary.
Equal opportunities:
How does the school/setting ensure that there are equal
opportunities for all?
Sample statement:
All children are entitled to equal access to ICT opportunities to ensure that they
develop their own personal ICT capability.
Early Years:
What provision is there for ICT experiences in the Early
Years?
Sample statement:
Children will have ICT experiences indoors, outdoors and through role play in both
child-initiated and teacher-directed time.
Children share their learning with their families through the VLE
Home, school and community
links:
How is ICT shared and celebrated at home, school and throughout the community?
What impact do local and national ICT initiatives have on the home, school and wider community?
Sample statement:
ICT developments and achievements are shared online, through newsletters and school
publicity.
A positive relationship is fostered with home, school and the wider community by
keeping all members informed and sharing
outcomes.
Resources:
How are resources organised throughout the school/setting?
Who is responsible for auditing and maintaining resources?
How is the impact of deployment of resources measured?
How are resourcing decisions for the future made?
Sample statement:
Resources are purchased and deployed effectively to meet the requirements of the
Foundation Stage Curriculum and National
Curriculum.
An ICT asset register is maintained on the school’s SIMS
database.
The ICT Action Plan expresses the school’s priorities for future expenditure and is
reviewed by the ICT subject leader, governors and senior management who
Governors and senior management ensure that they achieve value for money by implementing
the principles of best value in evaluating, planning, procuring and using ICT
provision.
Roles and responsibilities:
What role does the leadership team have in the development of
ICT?
How are governors involved?
What are the characteristics of an effective ICT subject
leader?
What are the responsibilities of a technician?
Sample statement:
The school community works together to ensure the implementation of the ICT
policy.
The subject leader is responsible for monitoring curriculum coverage and the impact
of learning and teaching.
The subject leader liaises with the ICT technician to ensure that the systems are
running efficiently.
e-Safety:
How does the school ensure that children understand methods to
keep safe online?
Sample statement:
The school has a e-safety policy in place that details how the principles of
e-safety will be promoted and monitored.
The school promotes the principles of e-safety by following the Somerset ICT
Progression in e-sense, and consistently models and shares the principles so
that they are understood by children.
Health and safety:
Are all health and safety requirements met in the school/setting?
Sample statement:
Age appropriate class and safety rules are displayed in the learning
environment.
Equipment is maintained to meet agreed safety standards.
Further guidance can be found in the school’s health and safety policy.
Review:
How often do you plan to review the learning and teaching policy
for ICT?
Who will be involved in the review?
What additional information do you need for your review?
Sample statement:
This policy will be reviewed annually by the ICT subject leader and leadership team
and shared with the school community.