Primary School: ICT Action Plan

Element Leadership and Management

Target ICT vision established

No. Description Action Whom Start Finish Success Criteria

SCH Level: 5 To create a vision involving school ICT vision understood by

LM1 There is no expressed community. all stakeholders.
vision from those leading
ICT.
SCH Level: 5 To create a vision involving school ICT vision understood by
LM2 The development of our community. all stakeholders.
vision for ICT - There is
no expressed vision from
those leading ICT.
SCH Level: 5 To be reviewed once a vision is ICT vision understood by
LM3 Review of our vision for created all stakeholders.
ICT - There is no
expressed vision from
those leading ICT.
SCH Level: 5 ICT working party established. Effective working party
LM4 There is no defined Headteacher on ICT working party leading ICT
strategic leadership of ICT working party to include
ICT; individuals act Headteacher and 3 SMT MEMBERS.
independently of each
other.
SCH Level: 5 ICT Working party to lead develop ICT Clear strategy for ICT
LM5 There is no clear strategy- ICT WP. development across the
operational leadership or school – linked to the SIP
co-ordination of the (3 Year plan).
development of ICT
capability and/or use of
ICT across the school.
SCH Level: 5 To carry out self evaluation- ICT WP Established a robust self
LM6 There is no whole-school 06/09 - then annually. Process evaluation process for
strategy or planning for established for 09/09 – 07/10 school ICT.
ICT. year.

SCH Primary School: ICT Action Plan: SUMMARY

SCH Level 4:
LM7 The school has begun to
plan its ICT budget more
actively and is aware of
the wider cost
implications for ICT but
does not take this into
account when setting
budgets. The school is
not yet able to link its
expenditure on ICT to
improvements in outcomes.
SCH Le Level 4:
LM8 The sustainability of our
ICT provision
(development and renewal
of ICT resourcing) is
dependent on external
initiatives or one-off
ICT funding. However,
longer term issues are
not addressed.
SCH Level: 5
LM9 Our use of ICT to support
management tasks is not
co-ordinated.
Systems are not
integrated and there is
limited access. ICT is
generally only used to
replicate manual
processes.
SCH Primary School: ICT Action Plan: SUMMARY
To do a thorough audit of ICT
resources.
To investigate use of available
website to categorise ICT resources
life span.
To draw up purchase plan - -
Audit resources.
Draw up purchase and disposal plan in
line with sustainability
efficiencies.
Establish networking and temporary
website (lgfl).
Clear ICT budget plan
(capital/revenue) created
and continually reviewed.
Continuity of provision
planned for.
Provision sustainable into
the future.
ICT supports management
tasks.
Simple website set up.
Management network set up.
Data shared with admin /
SLT.
In new building/school the
network will need to be
accessed by all assigned
stakeholders/users. Data
will need to be
systematically managed the
SLT, ADMIN, with staff,
pupils, families. A
seamless integrated
sustainable system will

SCH Level 4:
LM10 We use ICT to manage
pupils' performance data
in a limited way.
Several different ICT
systems are used to
record and analyse pupil
performance data. This is
not used for target
setting.
SCH Level: 5
LM11 Our ICT use makes a
minimal contribution to
the school's approaches
to communication.
SCH Level: 5
LM12 The school is not fully
aware of its
responsibilities in
ensuring that ICT use by
all network users is
responsible, safe and
secure. There are no
relevant policies in
place and little, if any,
appropriate practice in
these areas.
SCH Level: 5
LM13 The school is not fully
aware of its
SCH Primary School: ICT Action Plan: SUMMARY
need to be in place.
Increase access to stakeholders. Data use system
established.
System used by
SLT/pupils/staff to raise
attainment.
To evaluate how ICT is used in school Use ICT effectively to
communication- ICT WP 06/09 communicate with all
To set strategic vision- ICT WP relevant
06/09-07/10 stakeholders/users both
internally/externally.
To set in place action plan for
development of network, website,
email, group call/text.
To draw up safety and security Security procedures
guidelines. established from 1st
September 2009.
To include ICT in Health and Safety E – safety policy in
policy and Security Policy. operation -
parents/carers/pupils/
To monitor safety of ICT in school. staff all have an
understanding of the
To share internet safety procedures policy/guidance.
with all school community.
To ensure that SMT is aware of Effective policy and
current data protection procedures. practice set up and
functional.
 responsibilities with To offer training to SMT.
respect to meeting the
legal requirements for To offer training to other staff on
Data Protection and data protection.
Freedom of Information.
Few procedures are in To Review policy.
place to ensure
compliance with the
regulations. To monitor data protection- ongoing

SCH There is little or no To carry out self evaluation of Improved pupil attainment
LM14 evaluation of the impact current provision. FFT D.
of ICT.
To monitor lessons and track progress
and attainment to evaluate
effectiveness of the strategic plan.

Element

Target

No. Description Action Success Criteria

SCH Level: 4
LT1 Some staff plan for the
use of ICT but overall
there is much variability
in their confidence to do
so.
SCH Level: 5
LT2 No explicit links have
been made at whole-school
level between ICT and
inclusion. Where ICT
does aid inclusion this
is not identified and
shared with other staff.
SCH Primary School: ICT Action Plan: SUMMARY
Provide staff training on Staff ICT skill level matches
planning and using ICT to curriculum ambitions.
enhance all areas of learning
(1 of 6).
Update the inclusion policy to ICT inclusion policy and
include the use of ICT to practice established throughout
enable and extend the learning school.
of different groups of pupils
(2 of 6)
Provide staff training and
support on challenge in ICT
lessons for those children who
are more able and using ICT to
support and extend all groups
of pupils.
SCH Level: 5
LT3 Minimal account is taken
of pupils' prior ICT
learning or experience
when planning lessons
involving ICT. Planning
is not informed by
relevant assessment
evidence.
Develop a system for assessing All lessons planned to include
children’s skills in ICT (3 of consideration of ICT
6) (*NB do the assessments experience.
built into smart learning
provide a clear picture of
pupil skills in ICT?
What about KS1 where no hard
drive means assessment info is
not saved?)

Update the inclusion policy to

include the use of ICT to
enable and extend the learning
of different groups of pupils
(2 of 6)

Provide staff training and

support on challenge in ICT
lessons for those children who
are more able and using ICT to
support and extend all groups
of pupils (2 & 3 of 6.

Through training, support

teacher’s with planning
lessons, so that children have
the opportunity to use ICT in
all areas of the curriculum,
building on the skills learnt
in ICT lessons (3 & 4 of 6.

SCH ICT is used to support
LT4 learning and teaching
across some curriculum
areas, classes and key
stages.
Support teacher’s with planning
lessons, so that children have
the opportunity to use ICT in
all areas of the curriculum,
building on the skills learnt
All lessons planned to include
consideration of ICT
experience.

SCH Primary School: ICT Action Plan: SUMMARY


SCH Level: 5
LT5 Any ICT use is incidental
rather than planned and
its use results in little
benefit to learning and
teaching.
SCH Level: 5
LT6 Staff rarely make
critical judgements about
the use of ICT in their
teaching and its impact
on pupils' learning.
SCH Level: 5
LT7 Pupils make no decisions
of their own as to when
ICT may be the most
effective medium for any
of their work. They have
no expectation about
using ICT as a natural
part of their learning.
SCH Level: 5
LT8 Few pupils have skills or
awareness that enable
them to locate, access
and make effective use of
digital resources. They
are unaware of the issues
relating to safe and
responsible use of ICT.
SCH Level: 4
LT9 Pupils seldom reflect or
talk about how their use
of ICT supports their
learning. They find it
difficult to give
SCH Primary School: ICT Action Plan: SUMMARY
in ICT lessons.
Provide training and peer All lessons planned to include
observations to develop a consideration of ICT
varied and interactive approach experience.
to the use of ICT in all
lessons.
ICT evaluation in early stage All lessons planned to include
development. consideration of ICT
To be developed in conjunction experience. Staff able to make
with overall ICT Strategy. critical judgements about their
use of ICT as a matter of
course.
Begin to provide opportunities Lessons planned to include
for children to use their ICT PUPIL consideration of ICT use.
skills in a range of contexts
and to make decisions as to
when the use of ICT might be
appropriate.
ICT Coordinator to ensure Pupils select & use ICT/digital
pupils have the skills to resources as they would any
access/use digital resources. other learning tool.
Ensure curriculum includes work
on the safe and responsible use
of ICT for children.
Provide regular opportunities Pupil ICT discussions with
for pupils to engage in staff matched into regular
structured discussions about learning conversations.
their use of ICT to support
their learning.
Provide professional
 examples that link ICT
practice with impact on
learning.
SCH Level: 5
LT10 There is no clear
leadership which promotes
the effective use and
evaluation of ICT for
learning and teaching.
SCH Primary School: ICT Action Plan: SUMMARY
development for staff to enable
them to undertake and
facilitate such discussions.
Consider other ways of
collecting pupil’s views on
their use of ICT.
Encourage pupils to consider
examples of practice where ICT
has helped to improve their
learning.
Becomes a requirement of an
‘outstanding lesson’.
ICT coordinator actively Routines established to secure.
promotes the effective use and
evaluation of ICT for learning
and teaching.
Curriculum leaders to
investigate opportunities for
the use of ICT, to enhance
learning and teaching, in their
subject areas and share with
staff (1 of 3) (*NB –
particularly looking for
provision that goes beyond the
IWB)
Review current levels of
understanding and confidence
amongst curriculum leaders.
Examine what the role of the
curriculum leader should be in
developing practice in ICT
within their areas of
responsibility. Identify
professional development
requirements for curriculum
leaders.
SCH Level: 5 Adapt end of year transition System set up by 04/10.
LT11 Transfer and transition meetings so they include
arrangements between information on ICT skills and
years, phases, key stages experiences.
and schools pay little
attention to pupils' ICT
learning.
SCH Level: 5 Develop a system (workshops, New culture of exploring new
LT12 Staff are not encouraged peer observation, demonstration ways of learning established
or prepared to explore etc) to allow staff to share (and regularly recognised).
with new technologies or any training, new approaches,
practices. developments and applications
in, of or to ICT with others.
Build into the concept of what
we mean by an outstanding
lesson.
Element

Target

No. Description Action Success Criteria

SCH Level: 4 Encourage staff to share Fully planned ICT / e-learning

C1 The ICT curriculum is instances where ICT is used by curriculum planned and enhanced
poorly planned, covering individuals to support learning on an annual cycle of
only some aspects of ICT and teaching in their development and improvement.
capability. Statutory classrooms.
requirements are not Consider adapting /adopting /
fully met. the QCA Schemes of Work ICT to
provide a focus.
In
To review SEN use of ICT.
To improve SEN/EAL access to
ICT and allocate appropriate
resources.
Improve the attainment of G&T
children through the use of
ICT.
SCH Level: 5 Investigate and assess the Integrated curriculum planning
C2 Curriculum planning opportunities that already process established by 04/10.
SCH Primary School: ICT Action Plan: SUMMARY
 identifies a limited
range of opportunities
for pupils to apply and
improve their ICT
capability across few
subjects.
SCH Level: 5
C3 Curriculum planning does
not identify
opportunities to use ICT
to support learning and
teaching and there is no
e-safety education for
pupils. Any use is left
up to individual
teachers.
SCH Level: 5
C4 No attempt has been made
to align curriculum needs
in ICT to levels of
skills development for
the use of ICT in other
curriculum areas.
SCH Level: 5
C5 The school makes no
provision to recognise or
accredit pupils' ICT
capability either within
discrete ICT or in other
areas of the curriculum.
SCH Level: 5
C6 Pupils experience a
limited range of ICT
SCH Primary School: ICT Action Plan: SUMMARY
exist. Monitoring of curriculum
Extend these opportunities to a delivery to be in place 04/10.
wider range of pupils and
subjects.
Encourage staff to share Integrated curriculum planning
instances where ICT is used by process established by 04/10.
individuals to support learning Monitoring of curriculum
and teaching in their delivery to be in place 04/10.
classrooms.
Consider adapting the QCA
Schemes of Work ICT to provide
a focus.
Audit which ICT skills are Alignment of curriculum needs
being taught outside scheme of in ICT to the level of skills
work and to what level. required in other curriculum
Encourage teachers to work areas established.
together to design suitable
approaches.
Identify where in the
curriculum these skills can be
developed in appropriate
learning contexts.
Ensure reporting mechanisms are System set and used.
in place to meet statutory
requirements.
Identify the reasons why Reasons why implementation is
implementation is limited, and limited identified.
categorise these (i.e. lack of Robust system of training,
 applications. There is
variation in the extent
to which knowledge,
skills and understanding
are emphasised.
SCH Level: 4
C7 Pupils' experiences are
generally through the
low-level use of ICT to
support teaching. There
are few or inconsistent
opportunities for pupils
to use ICT to support
their own learning.
SCH Level: 5
C8 Pupils have inconsistent
experiences in using ICT
and developing their ICT
capability.
SCH Level: 5
C9 There is little or no
curriculum leadership or
co-ordination of the ICT
curriculum, so that
individual members of
staff work in isolation
from each other.
SCH Level: 4
C10 Curriculum development as
a result of ICT is
recognised and welcomed
by some staff.
SCH Primary School: ICT Action Plan: SUMMARY
teacher skills, pupil skills,
appropriate resources, etc).
Ensure that teachers understand
what ICT capability is and how
this relates to year groups and
age related expectations.
Form an ICT group to lead a
whole-school, cross curricular
ICT strategy.
Provide planned opportunities
and resources as appropriate to
ensure pupils are taught the
breadth of the ICT
curriculum.(ICT DAY)
Form an ICT group including the
Headteacher to lead a whole
school, cross curricular ICT
strategy.
Identify the reasons why pupils
have inconsistent experiences
(i.e. lack of teacher skills,
pupil skills, appropriate
resources, etc).
Audit staff capability and
implement appropriate CPD
including an awareness of how
ICT can be used across the
curriculum.
Make clear ICT roles and
responsibilities and seek
training where appropriate.
Ensure the ICT group keeps up
to date by monitoring
curriculum and developments and
monitoring & evaluation
established.
PM/lesson observations ensure
delivery.
Reasons why implementation is
limited identified.
Robust system of training,
monitoring & evaluation
established.
PM/lesson observations ensure
delivery.
Reasons why implementation is
limited identified.
Robust system of training,
monitoring & evaluation
established.
PM/lesson observations ensure
delivery.
Strong ICT curriculum
leadership established.
Robust system of training,
monitoring & evaluation
established.
PM/lesson observations ensure
delivery.
 feed this into professional
development and everyday
practice.
Provide support to staff to
develop better skills and
knowledge of how ICT can be
used in learning and teaching.
Provide opportunities for staff
to keep up to date with
developments in technology,
through contact with other
schools.

SCH Level: 5 Form an ICT group including the System of ICT curriculum review
C11 There is no planned Headteacher to lead a whole- established.
review of the ICT school, cross curricular ICT
curriculum relating to strategy.
both ICT capability and Audit existing ICT curriculum
the use of ICT in other against statutory requirements.
subjects. Map existing provision to
statutory requirements to
identify gaps and inform future
curriculum developments.

Element

Target

No. Description Action Success Criteria

SCH Level: 5 SMART learning assesses Coherent system for assessing

A1 There are no coherent
systems for making
reliable assessments of
pupils' ICT capability.
ICT work is monitored and
assessed only
infrequently.
SCH Primary School: ICT Action Plan: SUMMARY
children's attainment pupils ICT capability
against QCA. established.
Need to formalise assessment
methods and create a useable
system.
Identify/allocate
responsibility for the
 assessment and recording of
attainment in ICT.

Develop a policy for the

assessment and recording of
ICT capability. Identify
where ICT capability is to
be assessed and how it is to
be recorded.

SCH Level: 5 To incorporate school policy on Observable in 85% of lessons

A2 Pupils are rarely pupil and self assessment into using ICT.
involved in self- or the teaching and learning of
peer-assessment of their ICT.
ICT work.

SCH Level: 4 Staff to discuss ICT capability Observable in 85% of lessons

A3 Some staff are able to during ICT dedicated lessons using ICT.
engage pupils in dialogue (phase 1). - GVN 09/09 Staff engage in dialogue with
to help them improve, but pupils about ICT capability.
only in some aspects of
their use of ICT. There
is limited impact on
pupils' use of ICT as a
result.

SCH Level: 4 System established (network Integrated networked (or

A4 Some staff are beginning
to use ICT to support
assessment and record
pupils' achievement.
established).
Staff INSET on using tracking
software to input data and
track children's attainment and
progress.
online) pupils assessment,
tracking, reporting system
operational.

SCH Level: 5 Establish assessment Children make good progress on

A5 School and individual procedures. curricular targets.
targets are not set for Once baseline is established
ICT attainment. develop curricular target
setting for pupils.

SCH Primary School: ICT Action Plan: SUMMARY

Element
Target
No. Description
SCH Level: 5
R1 The school has a limited
range of digital learning
resources to support the
development of ICT
capability or use of ICT
in learning and teaching.
SCH Level: 4
R2 There is some networked
access to curriculum and
administration. The
school's connection to
the internet is
inappropriate in terms of
bandwidth and/or
facilities.
SCH Level: 4
R3 Access:
Technical support systems
are inadequate with
little timely access to
specialist staff and no
proactive maintenance to
reduce the risk of
technical problems.
SCH Primary School: ICT Action Plan: SUMMARY
Action Success Criteria
Train, encourage and motivate
staff to utilise Digital
learning resources to improve
teaching and learning.
Ensure that all staff have
access to high speed and
wireless Internet.
Develop temporary school
website, to begin to meet the
needs of all stakeholders.
Develop a whole school policy
for internet access.
Develop a comprehensive single
network for all staff.
Ensure that a content and email
filtering system is in place
with the filtering configurable
by the school/LA.
Review present SLA will the LA
to ensure that the school is
getting Value for Money and to
ensure that the school needs
are being met. DFA- 02/10
Develop a disaster and data
recovery policy outlining who
is responsible and procedure
for data backup.
SCH Level: 4 Raising Standards.
R4 Management To audit range of software
Limited planning for the available in school for
procurement of ICT meets teaching each subject. (liaise
the learning and teaching with subject leaders core &
needs in only some areas. humanities)- GVN spr '10
Purchase shortfalls in
software- GVN sum '10
To train and inform staff on
use of equipment and software
in school- GVN ongoing

Monitor use of ICT in the

classroom (whiteboard and
classroom computers)- SMT 09/09
ongoing

Monitor use of ICT in the ICT

suite to support curriculum -
GVN 09/09 ongoing
Make staff aware of Gov.
initiatives for ICT - GVN
ongoing
To ensure that ICT suite is
used to fullest appropriate
capacity- GVN 09/09
SCH Level: 5 Invest in digital cameras- GVN
R5 There is no planned 05/10.
evaluation of the
sufficiency and use of All staff to be supplied with a
the school's ICT secure memory sticks for
resources. transferring information- GVN
09/09.

Create policy for disposal of

old computers. DFA 12/09-01/10.

Storage policy (work and

equipment) and guidelines
SCH Primary School: ICT Action Plan: SUMMARY

Element
Target
No. Description
SCH Level: 4
IPO1 Many pupils make
satisfactory progress in
ICT capability in each
key stage, but a
significant number make
insufficient progress in
some aspects.
SCH Level: 5
IPO2 The school has no
information about the ICT
progress made by
different groups of
pupils.
SCH Level: 4
IPO3 Some pupils may respond
well in ICT lessons but
most are not confident to
take their learning
forward independently.
SCH Level: 4
IPO4 The narrow range of ICT
use limits its impact on
pupils' progress across
curriculum areas.
SCH Level: 4
IPO5 Pupils sometimes develop
their thinking and
learning skills through
SCH Primary School: ICT Action Plan: SUMMARY
created and implemented- DFA
06/09-12/09.
Action Success Criteria
Introduce regular assessments
of pupils' capability.
This could be from teacher
assessments and tracking of
progress or assessment tasks
linked to the ICT scheme of
work.
Undertake a detailed review of
SCH P ICT developments by
completing Becta's self-review
framework.
Undertake a detailed review of
your whole school ICT
developments.
Give pupils opportunities to
work independently and to
choose to do this through the
use of ICT to complete their
own work at school or home.
Identify appropriate
opportunities where ICT can be
used in all subjects to support
pupils' learning.
Identify where ICT can be used
more creatively to develop
thinking and learning skills
within the curriculum.
 the use of ICT, but
progress is inconsistent.
SCH Level: 4
IPO6 Pupils sometimes develop
their creative abilities
through the use of ICT
but progress is
inconsistent.
SCH Level: 5
IPO7 The use of ICT has no
discernible impact on
pupils' general attitude
to learning.
SCH Level: 3
IPO8 When using ICT, pupils
mostly engage or
collaborate effectively
with others, but some may
lose interest when they
encounter a problem.
They show respect for
others' work, feelings,
values and beliefs.
SCH Pupils show some interest
IPO9 when using ICT, but
little enthusiasm for it.
For many pupils the use
of ICT for teaching or
learning has limited
impact on their
concentration or
motivation.
Encourage pupils to think
creatively using ICT and ensure
that each subject area has the
appropriate resources to
support this.
Undertake a detailed review of
SCH P whole school ICT
developments.
Create a wide range of
opportunities for pupils to use
ICT in their work.
Encourage positive and
constructive comments from
peers on work produced.
Give opportunities to improve
the quality of work, at school
or at home, as pupils find this
motivating and an opportunity
to develop personal interest
and to demonstrate their skills
and knowledge.

Element

Target

No. Description Action Success Criteria

SCH Primary School: ICT Action Plan: SUMMARY

SCH Level: 5
PD1 There is no planned audit
of staff skills or needs
in relation to ICT.
SCH Level: 4
PD2 Development needs are not
identified in relation to
the school's ICT
priorities and planning.
SCH Level: 4
PD3 Planning for ICT
professional development
takes only limited
account of individual and
whole-school needs. Some
attempt is made to widen
the range of development
opportunities.
SCH Level: 4
PD4 Professional development
is generally ad hoc and
does not link to the ICT
resources available in
the school, current
practices or school and
individual needs. It has
little positive impact on
SCH Primary School: ICT Action Plan: SUMMARY
Audit staff ICT skills 09/09. Staff ICT skills incorporated
Staff ICT skills to be into SCH performance
incorporated into staff management.
performance management.
Staff ICT skills examined in
Staff ICT skills to be lesson observations – linked to
incorporated into lesson grade achievable.
observation criteria (only
achieve outstanding with
appropriate use of ICT).
Development needs identified in Staff ICT skills incorporated
performance management. into SCH performance
management.
Staff ICT skills examined in
lesson observations – linked to
grade achievable.
Professional Development CPD /
To Audit Staff Skills, Professional development
identify training needs and record.
contrib. Training plan
To ensure all teaching
assistants receive training
To ensure the school has an IWB
lead teacher
Train all teachers in use of
equipment to support teaching
and learning.
Planned sharing of effective Clear system of sharing good
practice between individual practice in place.
members of staff.
 staff attitude to ICT.

SCH Level: 4 Mentoring system established to Mentoring system established to

PD5 Some mentoring or support ICT development. support ICT development.
coaching takes place but
this is unplanned and not
available to all staff.
SCH Level: 5 Planned sharing of effective Clear system of sharing good
PD6 Any sharing of effective practice between individual practice in place.
pr8ctice between members of staff.
individual members of
staff is on an ad hoc
basis.

SCH Level: 5 Establish a system to monitor System set up and functional.

PD7 There are no systems for
monitoring and evaluating
the effectiveness of any
ICT professional
development.
and evaluate the effectiveness
of ICT professional
development.

SCH Level: 3 Develop staff training Clear system of sharing good

PD8 Many staff understand the
importance of ICT in
extending learning
opportunities and how
this might be achieved.
opportunities which link practice in place.
extending opportunities for
learning through the effective
use of ICT to raising
standards. Identify examples of
where there are significant
outcomes for pupils.

SCH Level: 5 Conduct a survey to find out Family ICT access information
PD9 The school has no how many children and families routinely gathered. Information
knowledge of pupils' or have regular access to ICT and used to formulate practice
families' access to, or internet outside. (inc. communication).
use of ICT, including the
internet, beyond the
school.
SCH Level: 3 Investigate potential links Sustainable Partnership
PD10 The school has explored with the community or other Programme set up.
SCH Primary School: ICT Action Plan: SUMMARY
 and understands the
benefits of working with
the community and partner
organisations to support
pupils' learning about
and with ICT. The school
is taking steps to
establish partnerships.
Element
organisations which could
enhance learning about and with
ICT.
Y6 Tottenham study support -
Maths and Literature through
ICT.
Links with secondary school
development with ICT.

Target

No. Description Action Success Criteria

SCH Level: 5 Training for curriculum leaders System / accountability for

EL1 No one has any on the use of ICT to extend promoting extension of learning
responsibility for learning opportunities. through ICT set up.
promoting the extension Curriculum leaders to
of learning through ICT. investigate opportunities for
the use of ICT to extend
learning opportunities in their
subject areas and share with
staff OHSL.
To run ICT clubs for KS1/2.

To make children aware of ICT

clubs/events at other schools,
in school holidays.

SCH Level: 5 Begin to identify opportunities Extended learning system

EL2 There is little for children to extend their established and functional.
encouragement for pupils learning with ICT beyond the
to use ICT to support school.
their learning beyond the Encourage and train teachers to
school. When they plan ICT learning activities
demonstrate their which can be undertaken outside
learning with ICT in this the classroom. Review current
way, staff are unsure how school curriculum to see where
to respond. it could be enhanced through
SCH Primary School: ICT Action Plan: SUMMARY

SCH Level: 5
EL3 The school has no
interest in, or
understanding of how the
use of ICT can engage
parents/carers and
families in pupils'
learning. There is no
advice available for
parents/carers on e-
safety and security
issues.
SCH Level: 5
EL4 The school does not
evaluate the impact of
any learning which takes
place beyond the school.
SCH Level: 3
EL5 Some learning and
teaching spaces have been
designed, adapted or
reorganised to reflect
the school's vision for
ICT.
SCH Level: 4
EL6 ICT resources are limited
in quality, quantity,
SCH Primary School: ICT Action Plan: SUMMARY
the use of ICT beyond the
school. Ensure that equality of
access issues are addressed in
planning including access to
equipment and specific learning
needs.
Provide access to school ICT Extended learning system
for children and families both established and functional.
within and outside the school
day.
Provide workshops and leaflets
for parents on e-safety and
security.
Establish the school website
and email links with the school
community.
Keep records of all children Evaluations take place on an
who are involved in learning annual basis.
beyond the school.
Evaluate the impact of outside
learning through teacher
observation & comment, pupil
feedback, tracking progress.
Complete the Institutional
Infrastructure matrix.
Develop 5 years ICT Strategy to
ensure that ICT is integrated
into teaching and learning and
to ensure that information is
accessible from anywhere in the
school or world for all staff
and pupils.
Complete an Inventory audit of
ICT resources in the school.
 range, suitability and
availability and
therefore have a minimal
impact on learning,
teaching and the
organisational needs of
the school as a whole.
Develop an ICT capital and
expenditure budget.
Seek funding to purchase a wide
range of resources to support
the school's ICT strategy.

SCH Primary School: ICT Action Plan: SUMMARY