Information and Communications Technology Policy

Contents
1. Introduction.........................................................................................2

2. What is Information and Communications Technology?......................................2

3. Rationale............................................................................................3

4. Aims & Visions......................................................................................4

5. Principles for the use of Information and Communications Technology...................5

6. Strategies for the use of Information Technology.............................................6

7. School Management of Hardware and Software...............................................7

8. Access to Information Technology...............................................................8

9. Quality Improvement..............................................................................8

10. Beyond the Classroom............................................................................9

11. Strategies for Ensuring Progress and Continuity.............................................9

12. Management (Key personnel)..................................................................10

13. Assessment.......................................................................................11

14. Strategies for Recording and Reporting......................................................11

15. Strategies for the use of Resources..........................................................12

16. Legislation........................................................................................13
17. Trouble Shooting................................................................................13
 1. Introduction

This document is a statement of the aims, principles and strategies for the use of
Information and Communications Technology at Andover Primary School.

It was developed during the Spring Term 2009

It has been agreed and approved by all staff.

This policy will be reviewed in spring 2010.

2. What is Information and Communications Technology?

Information and Communication Technology plays an increasingly significant role in

today’s society. It is vital that our young learners are equipped to utilize this
technology.

Remember ICT is more than ‘computers’ so include cameras, scanners, projectors,

white boards, control equipment, programmable toys, turtles, network points etc.
 3. Rationale

Why should our pupils do Information and Communications Technology?

 Children need to develop a variety of ICT skills which allow them to harness the
power of technology and use it both purposefully and appropriately.

 ICT motivates the pupil because it is fun.

 ICT takes the laborious routine out of some text and information tasks, thus
releasing the constraints on a pupil’s creativity.

 Pupils need to recognise the power of ICT in the world around them.

 Pupils should become aware of the ethical implications and consequences for
individuals and society posed by ICT.

 ICT can enhance the learning process across the curriculum.

 ICT enables pupils to undertake activities which would be difficult to pursue in any
other way.

 ICT supports cooperative learning, discussion and group work as encouraged by Angus
Council Education Department.

 Cyber bullying rights & responsibilities this can be addressed through anti-bullying.
 4. Aims & Visions

Our aims in using information technology are that:

 By 2010-2011 all classes will be fully equipped with interactive whiteboards

considering a refresh programme.

 Children will experience technology within practice to support children to think

more creatively and critically in line with CFE

 Children will use ICT to encourage collaboration

 Children will be enabled to integrate ICT with play

 All staff will be encouraged to develop confidence and competence in utilising ICT
resources

 Parents will be involved in ICT through the encouragement of such educational

partnerships with the home e.g. email as a potential medium with respect to
inclusion.

 Staff will extend and enhance learning in all subject areas of the curriculum for
excellence and beyond.

 Staff can select and use ICT appropriate to the task.

 Staff and pupils recognise that ICT affects the way in which people live and work.

 Children and pupils will be involved in developing & creating school website.

 Consider within 2009-10 develop plan at electronic communication with parents

would be piloted.
 5. Principles for the use of Information and Communications Technology

Information and Communications Technology is important because -

 its use is widespread in the modern technological world and likely to continue to
grow

 it is an important medium for learning and study at all educational levels.

Categories of ICT
Information and Communications Technology is a component of the 5-14 curriculum & 3-
5which has its own programmes of study and attainment target level descriptions. The
fundamental skills, knowledge and concepts that children need to use ICT effectively
are currently set out in the 5-14 documents but are delivered in accordance with
Curriculum for Excellence.

 controlling and modelling

 communicating & collaborating

 creating and presenting

 collecting & analysing

 searching and researching

Information and Communications Technology is also seen as a cross-curricular strand
within a curriculum for excellence and indications for its use are given in most subjects.
 6. Strategies for the use of Information Technology
Information technology is not taught as a distinct subject but is seen as a tool to be
used as appropriate throughout the curriculum to support and enrich children’s learning.
In order to ensure that valuable areas of experience are covered.

Curriculum for Excellence

 ICT use is integrated into the programme of learning followed throughout the school

 All classes offer children experience in each of the five areas of ICT 3-18 Curriculum
for Excellence.

 ICT use receives a specific mention in the policy documents for all subjects of the
curriculum.

 Computer use is carefully managed so that all pupils are given equal access
opportunities (each child uses a computer or ICT device at least once a week)

 IT is not seen as a stick or a carrot (to be withdrawn as a punishment or offered as a

reward for good work or behaviour) but is offered as an entitlement for all pupils.

Classroom Management

Group Work/Co-operative Learning

The predominant mode of working in information technology is group work although
computers are sometimes used by individuals form word processing or for the practice
of basic skills (see section on ASN below).

Classroom Help
Classroom Helpers are used in Information Technology this will particularly volunteer
parent helpers, who assist with

 Log-ins and the reading involved in some early years activities

 data entry for information processing work

 problem solving work with virtual control station, robots or control technology

 desktop publishing activities

Safety Issues
 Computer systems will not be placed near magnets, radiators or have trailing wires
which can be tripped over.

 Staff and pupils will demonstrate an appropriate respect for equipment to offer
appropriate role models to ensure bad habits are not embedded at an early age.

 Whereby possible consider the use of mini mice for pre-school children.

 All PCs should be turned off at the end of the school day.

7. School Management of Hardware and Software

Purchasing
Hardware and software for the development of ICT capability will be recommended for
purchase by the ICT co-ordinator Mrs Kennedy in consultation with the Head teacher and
the ICT Focus Group.
 8. Access to Information Technology

Pupils with Additional Support Needs

Pupils with ASN have the same ICT entitlement as all other pupils and are offered the
same curriculum. However, in addition particular applications of ICT are used for

 pupils with difficulties in learning, who need to be motivated to practice basic skills
regularly and intensively, and thus benefit from the use of programs in which skills
practice is set in the context of a motivating game

 pupils of high ability (able learners) who may be extended through the use of
programs which offer challenge and opportunities for investigation

Homework and ICT

Homework may be used to support ICT work but access to home computers is very
variable. However, we are very conscious of these inequalities and access and monitor
school computer use carefully to ensure that children who do not have computers at
home are given at least as much (if not more) opportunity to use them in school.

Increasing Access
As pupils progress through the school they are given increasing control of their use of
ICT, gaining growing independence in their use of ICT as a tool appropriate to any given
activity and in their choice of software required.

9. Quality Improvement
SMT are responsible for monitoring the Quality Improvement in the school

“Using ICT in Learning and Teaching” 2004 HM Inspectorate of Education is the

document advocated within Andover to develop ICT within and across the curriculum

The ICT development plan in Andover is over a 3 year cycle and a yearly plan is also
devised to take account of the curriculum and staff’s individual needs.

The results of audits should be used to inform/substantiate development plans

 10. Beyond the Classroom

The role of ICT in supporting extra curricular activities

The Web Team is a group of Primary 5, 6 and Primary 7 Pupils who meet with a web
group each Friday p.m. to develop their skills web design. The school website is being
supported and managed under the supervision of The ICT Focus Group (Miss Hanna, Mr
Reid, Mr Troon, Miss Harrison. The school website will be found at
www.andover.angus.sch.uk.
A lunchtime Junior Librarian Club is run by Mrs Richards.

Storytime Club and audio books using PC’s.

11. Strategies for Ensuring Progress and Continuity

Planning for the use of Information and Communications Technology is a process in

which all teachers are involved, wherein

 suggestions for ICT activities integrated with the curriculum are developed by the
ICT co-ordinator or in collaboration with colleagues

 a focus group consisting of staff across the early, middle and upper stages is used to
discuss the use being made of ICT across the curriculum and ensure consistency of
approach and of standards.

 A series of twilights is offered within Andover Primary according to the development

and plan and quality indicators in focus in addition to the individual needs of staff
members.
 12. Management (Key personnel)

The role of the ICTco-ordinator and Focus Group

 take the lead in policy development and the integration of ICT into schemes of work
designed to ensure progression and continuity in pupils’ experience of ICT
throughout the school

 support colleagues in their efforts to include ICT in their development of detailed

work plans, in their implementation of those schemes of work and in assessment and
record keeping activities

 monitor progress in ICT and advise the Head Teacher on action needed

 take responsibility for the purchase and organisation of central resources for ICT

 provide technical support to colleagues in their use of ICT in the classroom take
appropriate steps to keep up-to-date with developments in this rapidly changing
field and pass of information to colleagues as appropriate responsible for maintaining
the schools ICT infrastructure.
The role of the School Secretary

 Stock of ink cartridges etc and maintain the appropriate stocks of toners, cartridges
etc.

 Maintain a spreadsheet of details of imaging and website consents to be then held by

teachers within planning folders.

 Maintain a list of digital camera whereabouts.

The role of the Class Teacher

 The class teacher has responsibility for the planning, teaching and assessment of ICT
skills according to the Angus Programme of study.

 The class teacher is responsible for ensuring opportunities are made for ICT across all
curricular areas

 Class teacher is responsible for the recognition of data protection, computer misuse
and copyright legislation within their own classroom setting.

 ICT is used for administrative tasks, preparation/monitoring of IEP’s, the pupil

management system (SEEMIS) each class teacher has access to their own folder and
SMT have access to monitor the inputting of data.
The role of the Local Authority

 Has responsibility for the provision of technical support in consultation with Pete
Vernon

 Unblocking of appropriate sites

 To resolve reported problems

13. Assessment

 Formative assessment is used to guide the progress of individual pupils in their use of
ICT. It involves identifying each child’s progress, determining what each child has
learned and what therefore should be the next stage in his/her learning. Formative
assessment is mostly carried out informally by teachers in the course of our
teaching.

 Summative assessment is used to ensure the appropriate stages of ICT skills are
adhered to. Assessments can be found on the ICT Programme of Study.

14. Strategies for Recording and Reporting

Records of progress in information technology kept for each child should contain
evidence of each of the five strands of ICT updated as the child progresses. Reporting
to parents is done on a bi-annual basis through interviews and annually through a
written report. Reporting on ICT use will focus on each child’s ability to use a computer
with confidence and competence across a variety of applications as specified in the
Programme of Study.
 15. Strategies for the use of Resources

Location of Resources
The ICT suites are located in the middle of the school.

ICT stations are located in the upper area and middle areas of the school.

ICT is incredibly important and therefore should have high status and a budget sufficient
to allow for updating and renewing of equipment.

Central resources in Information and Communications Technology are the responsibility

of the ICT co-ordinator. They include usually-

 Bee bots, roamers, batteries and chargers.

 Control Station – upper school

Staff and Pupils using ICT

Staff are encouraged to use computers at work in order to prepare resources or to
develop personal competence and confidence in the use of ICT. Staff are expected to
complete CPD portfolios electronically, support can be offered on these areas by
requesting support in the first instance from the ICT Co-ordinator or applying to CPD
courses offered by the authority. CPD Co-ordinator Claire.

Each staff member has their own E-mail and staff are strongly encouraged to regularly
check and respond to E-mails on a daily basis. Again support can be offered to staff
during McCrone time by SMT.

Use of Mobile Telephones in School

Mobile phones are permitted by pupils provided they do not have camera devices that
can record digital or moving images.

Mobile phones must be switched off during teaching sessions. Should pupils require to
make contact by telephone then access can be given at the school office.

Pupils violating this rule will have mobile phones confiscated and parents will be
contacted.

Health and Safety and ICT

Health and Safety issues in Information Technology include taking care with

 setting up and moving equipment

 establishing appropriate working conditions

 general electrical safety as prescribed by the authority

 16. Legislation

Access to web sites will be filtered within the local authority network and all pupils and
parents must agree to the Acceptable Use Policy. All schools should have access to the
Angus document Be Safe on the Internet which is also available electronically on the
Internet.

17. Trouble Shooting

When a fault occurs on a system in either the software or the hardware, staff will check
through the trouble shooting sheet attached to the system. If the problem is not fixed
within ten minutes then the machine should be switched off and the pupils directed to
another activity. The ICT co-ordinator will provide support to rectify the problem at a
time agreed with staff.

The ICT co-ordinator is responsible for reporting of faults to the IT Service Desk via a
diary located in the school office.