Technology is becoming an everyday part of life. At St Leonard's we hope to prepare all of our children for a future in an environment which is shaped by technology. 

We are committed to providing an inclusive education for all, enabling each child to learn and develop the skills and knowledge they need to thrive.

We aim to develop confident, independent and ambitious learners who are able to plan, design, create, program and evaluate information through the use of computing. As well as the benefits of computing, we are also aware of the risks. This is why we prepare our children to stay safe online through the use of e-safety awareness sessions and safer internet days. 

Implementation

We have networked class sets of laptops and tablets and other resources (such as bee-bots and digital cameras) to support our computing teaching. 

'Schools Broadband' provide our broadband, filtering and security services to ensure that our school meets with Keeping Children Safe in Education guidelines.  https://www.schoolsbroadband.co.uk/schools-and-mats/primary-schools/

Partnership Education Ltd provide specialised IT services to support the delivery of our curriculum. https://partnership.education/

In addition, all of our pupils have a Google account and Google Classrooms is used to provide Home learning support.  

Early Years

Despite computing not being explicitly mentioned within the Early Years Foundation Stage (EYFS) statutory framework, which focuses on the learning and development of children from birth to age five, we build many opportunities for our children to use technology to solve problems and produce creative outcomes.

For example, our Pupils use Bee-bots and voice recorders, they use iPad to take photographs and have opportunities to extend their learning using computer programmes. Children will be exposed to the understanding of internet safety as they explore the world around them and how technology is an everyday part of their learning and understanding of the world.

Key Stage 1-2

We use the Teach Computing scheme of work and teaching materials to support our Computing teaching.

Pupils in years 1-4 have a designated weekly computing lesson. 

In addition, technology is also used within many other curriculum subjects such as Art and Design, Geography, History, English and Maths. 

Teach Computing is a progressive scheme of work, created by the Raspberry Pi Foundation on behalf of the National Centre for Computing Education (NCCE). It has been written to support all pupils. Each lesson is sequenced so that it builds on the learning from the previous lesson, and where appropriate, activities are scaffolded so that all pupils can succeed and thrive.

The computing curriculum is accessible for all learners. Scaffolded activities provide pupils with extra resources, such as visual prompts, to reach the same learning goals as the rest of the class. Exploratory tasks foster a deeper understanding of a concept, encouraging pupils to apply their learning in different contexts and make connections with other learning experiences

All learning objectives have been mapped to the National Centre for Computing Education’s taxonomy of ten strands, which ensures that units build on each other from one key stage to the next.

The ten strands covered are:

■ Algorithms - to be able to comprehend, design, create, and evaluate algorithms

■ Computer networks - to understand how networks can be used to retrieve and share information, and how they come with associated risks

■ Computer systems - to understand what a computer is, and how its constituent parts function together as a whole

■ Creating media - to select and create a range of media including text, images, sounds, and video

■ Data and information - to understand how data is stored, organised, and used to represent real-world artefacts and scenarios

■ Design and development - to understand the activities involved in planning, creating, and evaluating computing artefacts

■ Effective use of tools - to use software tools to support computing work

■ Impact of technology - to understand how individuals, systems, and society as a whole interact with computer systems

■ Programming - to create software to allow computers to solve problems

■ Safety and security - to understand risks when using technology, and how to protect individuals and systems

See below for long term planning and progression mapping. 

Impact

By the end of the Foundation Stage most children will be able to:

• recognise that a range of technology is used in places such as homes and schools 

• select and use technology for particular purposes

In Key stages 1-2, Learning Outcomes and Success Criteria are introduced at the beginning of each lesson. 

This enables pupils to self-assess their progress throughout each lesson, and teachers to make formative and summative assessments, to assess whether pupils are work towards, at or above age related expectations.  

Monitoring takes various forms, for example, pupil voice, work sampling, lesson observations and learning walks to ensure that all pupils are developing their skills and knowledge effectively. 

At Key Stages 1 to 2 an end of year summative assessment is reported to parents in the annual report.