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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.