1. Chad Vale Primary School ICT Learning and Teaching Policy
***Draft Feb 09***
Vision
At Chad Vale we aim to create enthusiastic, motivated, “lifelong learners” through
the extensive use of ICT to enhance learning and teaching.
Learners…
 Are engaged through enriched multi-media learning experiences.
 Use ICT to enhance their learning and deepen their understanding.
 Extend their learning beyond the classroom.
 Are empowered to take control of their ‘e-learning’ and know how to stay
safe.
Teachers…
 Use a wide range of ICT to plan, deliver, assess, evaluate and improve the
curriculum.
 Enrich learning and teaching through ICT for pupils by risk-taking and
innovation.
 Are experts in their field and share their knowledge, skills and experience in
and beyond the school community.
 Provide the opportunity for extended ‘any time, any place’ learning.
 Are empowered to give pupils opportunities to learn in different ways through
new technologies.
 Teach children how to be safe in online communities.
Parents:
 Support and understand the e-learning of their children.
 Can access data and information that allows them to support, nurture and
develop their child so they are able to achieve their potential.
 Know how to keep their children safe in online communities.
What the children want in the future of Chad Vale’s ICT…
 “Fast and easy access to computers in every classroom, not just in the
ICT suite.”
 “Online activities that can help us to learn inside and outside of school.”
 “More programmes to improve our learning in different subjects.”
 “The teachers to try new things using new technologies.”
Aims
Teaching and Learning of ICT meets the requirements of the Foundation Stage

Curriculum and National Curriculum.
Children, parents, staff, governors and the wide community have relevant and

meaningful experiences using ICT with a clear of awareness of e-safety issues.
Children develop an understanding 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.

There is an innovative use of resources that encourages risk taking.


2. Curriculum coverage and progression
Long term Smart Learning planning demonstrates coverage and progression of

the key objectives for ICT and is enhanced through the use of web-based
schemes of works and resources.
Teachers are encouraged to seize upon new technologies and consider the

benefit in replacing some of the existing QCA units with new, more relevant units
after discussion with the ICT Co-ordinator.
Opportunities for embedded ICT as a tool to support learning and teaching are

identified in curriculum planning across the school.
Assessment
Practitioner observations, summative and formative assessment fully informs future

planning.
Progress is assessed using the key objectives for ICT and recorded on the School

Assessment Records. Where new units have been developed, assessment criteria
need to be discussed and formulated.
Practitioner judgements are supported through an electronic portfolio of

evidence held on the school network (by Sept 2009)
Children are encouraged to evaluate their own and others’ work in a positive

and supportive environment.
Information is shared with appropriate stakeholders through display, celebration

events, newsletters, reports, videos, websites and blogs.
Monitoring
Regular monitoring of all aspects of ICT informs the subject manager and school

development plan/school evaluation form.
Monitoring includes lesson observations and team teaching, ‘learning trawls’,

regular INSET and formal/informal discussion of ICT at staff, SMT and Governing
body meetings.
Learning styles and the learning environment
Medium term planning take account of differentiation and progression.

All learning styles will be considered.

Open questions will be developed to challenge children’s thinking and learning.

Stimulating learning environments will be created.

Independent learners will have access to a variety of resources and encouraged

to reflect on the choices that they have made.
Early years/Foundation Stage
Children will have a wide range of planned ICT experiences indoors, outdoors

and through role-play in both child initiated and teacher directed time.
Inclusion
Children’s individual needs will be addressed through provision of resources,

learning styles and questioning.

3. Children who are Gifted and Talented in ICT may take part in the day-a-week

school at St George’s.
Positive use of technology will be promoted by all.

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 SENCO and outside agencies will provide
specialist equipment and software where necessary and identify and plan for
specific learning needs.
It is suggested that girls work better together than in mixed sex groups and this is

important to bear in mind when planning group work.
All learners have the opportunity to develop their ICT capability through

additional support or challenge and extra-curricular clubs.
Liaison and transfer between settings
Children’s attainment in ICT is shared with practitioners/teachers in each setting

and at transition to KS3, pupils ‘e-portfolios’ will be made available to them until
the end of their 1st term.
ICT Competances form part of the Y6 Graduation process and celebration.

Home, school and community links
ICT developments and achievements are shared and a positive relationship

fostered with home, school and the wider community.
Chad Vale is becoming a centre for cutting-edge teaching and learning using

ICT (e.g. CVTV and Blogging) and is visited by outside agencies as a source of
excellent practice.
Resources
Resources are purchased and deployed effectively to meet the requirements of

the Foundation Stage Curriculum and National Curriculum.
Additional resources to enhance and extend the curriculum are obtained

through school budget or by outside funding of special projects.
An ICT asset register is maintained by the ICT Co-ordinator.

A Total Cost of Ownership budget has been created and is maintained by the ICT

Co-ordinator in collaboration with the SMT and Finance department of the
school.
Staff Skill Surveys will take place annually to identify training needs for all staff, and

this will be monitored by SMT. INSET will be arranged and delivered either ‘in-
house’ or through external providers where necessary.
Roles and responsibilities
All stakeholders will work together to ensure the implementation of the ICT policy.


4. The subject coordinator is responsible for monitoring curriculum coverage and the

impact of learning and teaching using ICT.
Health and safety
Risk Assessments for common tasks are held in school.

Children and parents are taught specific e-safety sessions which are regularly

reinforced throughout the year during lessons and communication with parents.
Age appropriate class and safety rules are displayed in the learning environment.

Equipment is checked and maintained to the meet agreed safety standards.

Review
The policy will be reviewed annually by the ICT coordinator and leadership team

and shared with all stakeholders.
Date of next review: January 2010 (although policy may be reviewed before then in
light of working towards the ICT Mark)
Paul Sansom
ICT Co-ordinator
5th February, 2009.
Agreed by Governors:…………………………………………………………….
Name:…………………………………………………… Date: ………………..