Computing and Internet Policy

Aims

  • To ensure teachers can employ both common and innovative computing tools and resources for their own and pupil’s benefit.
  • To recognise the value of computing when working with SENs pupils.
  • To set clear learning intentions, plan effectively and monitor pupil progress.
  • For teachers to be aware of health and safety procedures. Data Protection Act. (found on server)
  • To use computing safely, effectively and creatively to develop cross curricular links.
  • To ensure children have a wide experience of computer software.
  • To be aware of the uses of computing in everyday life both inside and outside of school and be aware of the benefits and limitations.
  • To become confident and competent in using the computer, independently and collaboratively.
  • To begin to use the correct terminology relating to the computer.
  • To develop computing as a key skill in its own right.
  • To create an awareness of safety factors and develop critical thinking around the appropriate use of the internet and social media sites.
  • To identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies.
  • To encourage problem solving and logical reasoning, including the use of algorithms for creating and debugging simple programs.
  • To develop and enhance PSHE by collaborating with others, gathering information and making choices. 

General

Children will be:

  • introduced to computing and a range of everyday technology from the beginning of their academy life.
  • made aware of the advantages and disadvantages between computing and conventional methods.
  • encouraged to share their knowledge.

Through labelling, classifying, programmable devices, graphs and databases children will be introduced simply to how computers work by way of algorithms and logical reasoning. They will have the opportunity to write and test simple programs through software such as espresso coding and controllable devices. Children will be encouraged to save and retrieve their work, being taken through the steps to do so. 

Communicating and Handling Information

Awareness of the communicative uses of computing will be constantly reinforced, through the use of graphing packages, text, sound, word banks, labelling and classifying, graphics, printer, interactive smartboard, iPad, V.L.E and video conferencing. 

Modelling

Children will create representations of real and fantasy situations using paint and/or graphics programs and apps. Children will use computing based models or simulations to explore aspects of real/imaginary situations, develop problem solving activities and generate creative imaginary work. 

Control

Equipment that responds to controls will be explored and simple language relating to this will be introduced. Children will be made aware of how to sequence instructions, linking the idea that in real life situations incorrect instructions could be a safety issue. Children will explore direction and angles as a measurement of turn. 

Handling Information 

Children will be encouraged to collect their own information, enter it into a graphing package and answer questions. The clearness of the representation of the information should be drawn to children’s attention. Information will develop into databases. Children will be encouraged to interpret and evaluate the data. 

Planning

Planning for the introduction of computing skills is divided into half termly topics, based on the national curriculum and adapted as necessary. These skills will be further developed during school in a cross curricular way. 

Assessment

Children in the Foundation Stage have their attainment on entry assessed by observations and their progress is tracked and monitored through the use of Early Years Outcomes throughout Nursery and Reception. The Foundation Stage profile will indicate if children are reaching expected levels by the end of Reception and will be used in transition into Key Stage 1.

In Key Stage 1 children will be graded according to work produced, observations and discussions. Assessments will be highlighted onto Seaton Academy Assessment Performance Descriptors. Results from all assessments will be posted onto scholar pack and tracked on our own assessment grids.

Equal Opportunities and Inclusion

  • All children are given access to a broad and balanced computing curriculum regardless of gender, ability, race, culture or religion.
  • Provision will be made for individual needs in IEP’s.
  • Equal opportunities are provided and sessions are adapted for all children, including children with Special Educational Needs (SEND), those who are talented or gifted, children with English as an additional language (EAL) and children from different cultural backgrounds. They will be given access to additional resources and teaching to support their learning and to ensure they make maximum progress from their individual starting points.  
  • A feeling of self worth will be engendered throughout the activities. 

Enrichment/Extension activities

Aims:

  • To identify pupils showing particular talents
  • To establish challenging targets for pupils within lessons
  • To modify schemes of work to develop children further
  • To evaluate progress and adapt targets accordingly
  • To encourage self review
  • To develop children’s curiosity, wonder and self esteem 

Internet Access

The purpose of internet access in the academy is to raise the educational standards and to support the professional work of staff.

Internet access is a necessary part of planned lessons. Access to the internet will be by teacher demonstration. Pupils will access teacher prepared materials, rather than the open internet.

Internet access will be planned to enrich and extend learning activities as an integrated aspect of the curriculum.

E-mails will only be sent by the teacher as a class/group activity and will only be sent to known/reputable destinations.

Pupils explore the internet with instruction and direction to specific educational programmes designed for their age and ability to enhance and enhance the curriculum.An age-appropriate search engine is in use on all computers. 

Any pictures or information relevant to our work in class will be searched for previously by the teacher before the process is shown to the children, if applicable to their learning.

Staff will access the internet and send e-mails as part of their professional development and planning.

We obtain written permission from the parents at the start of their academic life in order to use pictures of the children on our web site.

Advice on internet safety is available below.

Internet Safety Awareness

New technologies have become integral to the lives of children in today’s society, both within schools and in their lives outside school.

The internet and other digital and information technologies are powerful tools, which open up new opportunities for everyone. Electronic communication helps teachers and children learn from each other. These technologies can stimulate discussion, promote creativity and increase awareness of context to promote effective learning. Children should have an entitlement to safe internet access at all times. Appropriate internet filters are in place on all devices that utilise the internet and are updated as required.

The requirement to ensure that children are able to use the internet and related communications technologies appropriately and safely is addressed as part of the wider duty of care to which all who work in schools are bound.

The use of these innovative tools in school and at home has been shown to raise educational standards and promote student/pupil achievement. However, the use of these new technologies can pose risks within and outside the school. Some of the dangers they may face include:

  • Access to illegal, harmful or inappropriate images or content
  • Unauthorized access of personal information;
  • The risk of being subject to grooming
  • The sharing/distribution of personal images without an individual’s consent or knowledge
  • Inappropriate communication/contact with others
  • Cyber bullying
  • Access to unsuitable video/internet games;
  • An inability to evaluate the quality, accuracy and relevance of information on the internet
  • Illegal downloading of music or video files
  • The potential for excessive use which may impact on the social and emotional development and learning of the young person
  • Risks posed by the online activity of extremist groups.

As with all other risks, it is impossible to eliminate those risks completely. It is therefore essential to raise the awareness of these risks to children and their families.

This policy to be read alongside the Prevent Duty Policy.

 

THE USE OF MOBILE PHONES/CAMERAS AND OTHER RECORDING DEVICES

The use of personal mobile phones is restricted to staff breaks. Personal phones must be switched off at other times. Children are not allowed to bring mobile phones or other electronic devices into school and the school accepts no responsibility for damage to or loss of property.

Under the new statutory guidelines for dealing with electronic devices, published 2018, please be advised that staff may lawfully search electronic devices, without consent or parental permission, if there is suspicion that the pupil has a device prohibited by school rules or the staff member has good reason to suspect that the device may be used to cause harm, disrupt teaching, break school rules, commit an offence, cause personal injury or damage property. Any data, files or images that are believed to be illegal will be passed directly to the police, including inappropriate images of children. Any data, files or images that are not believed to be unlawful may be deleted or kept as evidence of a breach of the school's behaviour policy. 

All staff are fully aware of the need to be vigilant about how all images are taken, used and stored.  Photographs should not be taken on personal equipment (including mobile phones). Each class has recording equipment provided specifically for this purpose.

Images are transferred from the devices onto the secure school server and are then deleted from the devices. No photographs/video clips are used beyond what is in normal school expectations eg website, local newspapers.

All parents/carers sign to either give, or decline, permission for images videos of their child to be taken as they start the academy and all staff are aware of these decisions.

Visitors and volunteers will be made aware of the restrictions in place to ensure the safety of our children.   

How computing can be used beyond the school to further promote learning opportunities.

  • Search for information using the internet and/or CD’s/DVD’s,
  • Explore paint programmes to produce picture related to work,
  • Use word processing programmes,
  • Listen to music via computer, record music, singing, stories, etc,
  • Watch DVD or films on computer,
  • For those children who do not have PC’s at home, the use of computing is all around them. 

Equipment in the home with computers, programmable devices.

  • Washing machine
  • DVD players,
  • Games consoles,
  • Timers/clocks, etc 

Out at the shops

  • Checkout tills, adding and working out change, use of plastic cards, PIN numbers
  • Bar codes on items/cash machines/weighing machines
  • Scanners/ library scanners
  • Searching for items on computerised store catalogues 

Health and Safety

  • All aspects of this policy and practice are carried out with regard to our health and safety procedures.

All relevant risk assessments should be read in conjunction with this policy. 

 

Effective from: January 2019  -  reviewed annually