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Gainford C of E Primary Documentation for ICT 2006
1.ICT Policy and Guidelines 2.Assessment of ICT 3.Internet Policy 4.ICT Scheme of Work 5.ICT Development Plan 6.ICT Audit

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1. ICT Policy and Guidelines
Information Communication Technology (ICT) – October 2006 Policy Statement and Guidelines This policy statement is intended to ensure that ICT is accessible to all children and should be used to enhance, enrich and extend learning experiences in all curricular areas. In order to achieve these aims the curriculum should allow the children to communicate ideas and information in a variety of forms using ICT wherever appropriate. Minimum Entitlement Pupils leaving primary school should have had meaningful experiences in the following areas of study: 1. 2. 3. 4. 5. Word-processing Information storage and retrieval Combining graphics and text Use of adventure programs and simulations Control technology

All our children will be offered opportunities to develop ICT knowledge and skills in line with statutory requirements and to use ICT to enhance and support their learning in wider contexts. Definition ICT is concerned with the handling of information (which may consist of text, numbers, pictures, sound or signals) and involves collecting, holding, organising, presenting and communicating information in a variety of ways. Professional Development The school will provide all members of staff with the opportunity to develop their appreciation of ICT and its relevance to their school role, through appropriate school-based or other professional development. Policy Review Regular review of the school's ICT documentation will take place every 2 years. School's Progression and Delivery Statement 1. Ensure the staff are familiar with the requirements of the N.C., L.A. and School policies regarding ICT. 2. Use the agreed system of assessment outlined in the section of this document – ‘Assessment of ICT’. 3. Identify relevant and suitable software, target such software to appropriate age groups
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and categories into areas of entitlement. 4. Encourage a cross-curricular approach. 5. Develop an on-going programme of professional development focusing on school needs. The Curriculum Aims The school aims to: 1. Use ICT to enhance, enrich and extend learning. 2. Encourage pupils to recognise the appropriate uses of, and be confident with, ICT. Objectives In order to achieve these aims, the school curriculum will allow pupils to: 1. Gain experience of ICT, as appropriate, through cross curricular activities in a variety of contexts. 2. Develop ICT related skills and encourage their use. 3. Ensure all pupils experience a minimum entitlement regarding ICT, as detailed by L.A. policy. Outcomes The children will be able to: . . . . . Develop their ICT capability to their full potential Receive an ICT education which reflects the use of ICT outside school Have a range of transferable ICT skills to meet the needs of the future 'information age' Receive continuous and progressive opportunities in school to use and learn about ICT. Leave school equipped with a range of appropriate ICT skills.

Curriculum Review Review of the role of ICT within the school's curriculum will take place annually and the ICT Development plan will be updated Resources An audit of resources is to be found in the Section 6 of this document Any faults should be reported to the ICT co-ordinator (currently Mr. Martin) or logged in the book for the attention of the shared technician, Mr. Simon Miller. Alternatively faults can be referred to the Headteacher.

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Software Planning for the acquisition of software will be the responsibility of the ICT co-ordinator or Head Teacher, Software catalogues are stored centrally in the resource area of the headteacher’s office. Disks that are not loaded on to the server or kept in the appropriate classrooms are stored centrally in the cabinet in the assembly hall. An audit of software is to be found at the end of this document. Planning for the acquisition of consumable materials will be the responsibility of ICT coordinator and staff. The Pupil Progression and Skill Development Pupils will be encouraged to engage in ICT related activities at a level appropriate to their ability, related to the school's curriculum aims and objectives. Activities will be developed to ensure a co-ordinated approach to ICT across the school's curriculum. The QCA schemes of work, supported by ITSS planning units are followed on a 2 year rolling programme as outlined in the long term planning. Attitudes to ICT Within the contexts of cross-curricular activities, the school will actively encourage pupils to explore the implications of the uses of ICT in society. Equal Opportunities The school will actively encourage cross-curricular ICT related activities to be offered equally to all pupils, regardless of ability, gender or ethnic origin. Special Educational Needs The school will actively encourage the use of ICT where appropriate, to stimulate and provide challenges for pupils with learning difficulties, and for those pupils requiring extension. Foundation Stage These are examples of possible uses of ICT within the Foundation Stage Profile documentation
1) Shows curiosity and interest by exploring surroundings.
For example: . is familiar with everyday technology e.g. the telephone

2) Observes, selects and manipulates objects and materials. Identifies simple features and significant personal events.
For example: . uses the start button on the tape recorder

3) Identifies obvious similarities and differences when exploring and observing. Constructs in a purposeful way, using simple tools and techniques.
Gainford C of E Primary School

5 For example: . points out that the computer and the television have the same sort of screens

5) Asks questions about why things happen and how things work. Looks closely at similarities, differences, patterns and change.
For example: . knows that the computer, television and tape-recorder all have plugs and use electricity

6) Finds out about past and present events in own life, and in those of family members and other people s/he knows. Begins to know about own culture and beliefs and those of other people.
For example: . designs a party invitation using a computer programme . makes a weather diary for a week

7) Finds out about and identifies the uses of everyday technology and uses information and communication technology and programmable toys to support her/his learning.
For example: . takes the torch apart to find out how it works . operates the tape recorder independently . double clicks on the icon to start the paint programme . role plays a telephone conversation between two members of the family . controls the floor robot to make it go forwards and backwards . as part of a group, makes a table of favourite pets using a simple software package _While playing in the role play area which is set up as a local hospital, Darren takes on the role of the receptionist, types some letters on the computer and prints them out. _Sally picks up a tin of beans in the ‘shop’. She holds a wooden block against the bar code and makes a beeping noise. ‘That’s 20p,’ she says. _Patrick, as one of a group of children demonstrating their skills at a PowerPoint display using an interactive whiteboard, presses the correct icons in sequence while describing the slides in BSL. Vanessa uses two switches to scan and select words, symbols and pictures to tell us what she saw at the farm. _The children take pictures of the route they walk to the swimming baths with a simple digital camera. Later they use the photographs as prompts to write about their visit.

9) Communicates simple planning for investigations and constructions and makes simple records and evaluations of her/his work. Identifies and names key features and properties, sometimes linking different experiences, observations and events. Begins to explore what it means to belong to a variety of groups and communities.
. uses simple software to create a bar chart from a list . uses a CD-ROM to find out what grandparents wore when they were children

The Class Teacher The school will ensure that all class teachers become confident with ICT by encouraging the acquisition of basic ICT skills both as a teaching and as a management tool. Class teachers will develop the ability to: 1. Use programs and utilities resident within the computer where these are appropriate for use with pupils. 2. Recognise and deal with common faults and mistakes which can arise when using a computer system. 3. Become familiar with the sources of appropriate software.
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4. Be aware of the range of software maintained by the school and its use in relation to cross-curricular activities. 5. Develop an awareness of software evaluation procedures. 6. Assist in the evaluation of software and disseminate this information to other staff in the school. 7. Be aware of websites that can be used to enhance children’s understanding through ICT. Classroom Management The school will ensure that all class teachers: 1. Incorporate ICT where appropriate, when planning classroom activities. 2. Contribute to discussions concerning the deployment and management of ICT resources within the school. The ICT Co-ordinator The role of the ICT Co-ordinator will encourage and support the use of ICT across the school's curriculum and co-ordinate the work of class teachers, network manager, website manager and shared technian. The Senior Management of the School 1.Responsibility for the final production of the school's policy document on ICT will be taken by the Head Teacher. 2.Responsibility for the continuing review of the school's policy on ICT will be taken by the Head Teacher. 3.The administration of funds for the allocation of ICT resources will be the responsibility of the Headteacher. Curriculum Guidelines Information communication technology is divided into 4 strands. The strands being :Finding things out Developing ideas and making things happen Exchanging and sharing information Reviewing, modifying and evaluating work as it progresses The breadth of study and details of the above strands are explained in detail in the following documents: 1. The National Curriculum KS1 and KS2 – 2002. This document informs the ICT QCA units that are covered over a 2 year rolling programme. 2. Information Technology QCA Units – 1998 and updates (2000) These units inform
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the medium term planning. A CD containing these units is to be found in the office and it covers mixed-aged as well as single aged classes. 3. ITSS Units of work that support the QCA units Conclusion ICT can be used as a resource, a stimulus, a tool, an extension to the curriculum. ICT is cross curricular as well as being a subject within its own right. It is a valuable learning tool when all 4 of the strands are brought together. All strands should be covered by children at K.S.1 and K.S.2 to ensure not only a broad and balanced curriculum but also to meet the requirements of the N.C.

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2.

Assessment of ICT

It is motivating for learners to be involved in their own education. Motivated children learn more effectively since they understand the Learning Objective of each lesson; why they are learning a new skill or piece of knowledge as well as having quality feedback on how they have performed and what the next step is. This philosophy is called ‘Assessment for Learning’ A wealth of useful information regarding the assessment of ICT is to be found on the NAACE website (www.naace.org.uk) Many aspects of the assessment of ICT are in line with the assessment of other subject areas. Therefore the information below needs to be read in the context of the ‘Policy and Guidelines for Assessment, Recording and Reporting’. In the Foundation Stage, assessment is broadly skills based, and these key skills need to be taught and assessed. The recording sheet at the end of this section should be used for this purpose. As the children get into Y1 and above the assessment of ICT should be through the assessment of ‘applications’. Through these applications children will be using skills that they have learnt and continue to practice and develop these skills. Furthermore they will be applying their skills and knowledge to a particular task or project. Class teachers need to be aware of and to record the National Curriculum level that children are working at and where possible to make them aware of what they need to learn to achieve the next level. A guide to levels can be found at the end of this section. As a rule of thumb, it is expected that a child should be achieving at a similar level in literacy and ICT. On a regular basis, there will be a work scrutiny and moderation session as part of a staff meeting. Teachers will bring samples of ICT work and together will discuss the level that has been achieved. Annotated, moderated work will then become part of the School Portfolio of work. An example of a moderation sheet can be found below:

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Name Year Group QCA Unit ICT Activity Context Individual / Pair/ Group Level of Support None / Some (details) Previous Versions of Work None / Some / Annotated Work has been improved No / as a result of teacher feedback / as a result of own initiative Comments by children Written / Verbal Level – with comments on supporting evidence Next step – characteristics needed to take to next level Future Targets Date

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Guide to Levels
This gives a summary of levels and brief examples of what a pupil can do to show achievement at each one. They are not exhaustive. This is not an official strategy document: It has been compiled by Durham ICT Consultants and Advisory Teachers for ICT from Strategy Unit examples, NC Documents, and QCA Schemes, and is intended to be used as a guide. Remember that a checklist of skills and techniques cannot give a level; levels are demonstrated by capability (the understanding and justification of the techniques used, and the audience for the work.) Level 1: explore the use of a piece of software and become familiar with some of the everyday uses of computers. Talk about a piece of software or CD rom activity and recognise that computers can present information through words, pictures and sounds. Use a mouse to click and drag objects. Type words in using the keyboard. Level 2: use a piece of software purposefully to achieve a specific outcome, e.g. use a paint program to create a picture and then write about it using a text program. Investigate options and describe the effects of actions e.g. change the width of the line and describe how it changes the picture. Begin to use ICT independently. Save and retrieve work by themselves e.g. write the beginning of a story, save it and work on it another day. Plan and give instructions to make things happen e.g. make a floor turtle move around a simple route. At Level 2 pupils are working at set tasks, developing skills in using a range of ICT. Level 3: use a piece of software for a particular purpose, e.g. use a Power Point presentation to tell people about themselves. They use an existing spreadsheet to enter data on a school trip and can use it to answer questions, e.g. cost per pupil. They do not show awareness of audience. They begin to develop ideas, e.g. using software to communicate information. They explore ICT-based models or simulations to help them find things out and solve problems. The main differentiator between Levels 2 and 3 is the ability to use ICT to develop ideas and solve problems. In an open-ended task a level 3 pupil has demonstrated a development of ideas in his choice of how to use appropriate software either to present information or to solve a problem. Level 4: Pupils begin to combine information, e.g. copy and paste from one application to another (images from a web page onto PowerPoint or Word). They can amend information to make it fit for purpose (e.g. manipulate an image). They can present information in different ways, e.g. pictures, sound, and are aware of the audience, e.g. they can present text in large font for a younger audience and explain their reasons for doing so. In Data handling, they begin to explain their results, and question the reliability of the data. They can compare their use of ICT with other methods. The main differentiator between Levels 3 and 4 is awareness of audience, and questioning plausibility/reliability of data. Level 5: Pupils can present, structure and refine information in different ways for different purposes. For example, they can create a presentation which is changed in content and style for an adult audience rather than Year 7. In all types of work, the main characteristic of Level 5 is that pupils can critically assess their own work, and produce subsequent versions which show changes and improvements. There should be clear reasons given for these changes.
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Summary of differences between the levels Level 1: explore the use of a piece of software Level 2: use a piece of software to achieve a specific outcome. Level 3: use a piece of software for a purpose: no real awareness of audience Level 4: begin to combine information from different applications: and show awareness of audience. Compare uses of ICT with other uses. Level 5: combine different forms of information: produces different versions of work with changes and improvements clearly shown

Assessment in the Foundation Stage Strategies to make Assessment at the Foundation Stage Relevant and Effective 1. Baseline Assessment-Audit where the child is now. 2. Decide what the child needs to know and build this into schemes of work and weekly planning. 3. Build assessment into this planning. Make it manageable and relevant both for teacher and child. 4. Evidence of assessment can be by observation of the process, conversation and completed work.

These principals apply whatever the age of the child.

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Mouse skills
I can use the mouse to navigate around the screen I can click the mouse to select and make things happen I can use the arrow keys on the keyboard I can type my name with help

I can hold the mouse correctly

I know that the mouse controls the cursor on the screen I can click and drag an object

I know to use the left button on the mouse

I can double click with the mouse


Keyboard skills

I know that keys on the keyboard represent characters on the screen

I can use a keyboard in role play I investigate keys on the keyboard in free play

Creativity

I can use a paint program to make marks

I can control an onscreen paint brush I know that information on screen can be printed

I can select colours in a paint program I know that work on the computer can be saved I can use a simple database program with help

I can interact with a suitable web page


Information

I know that messages can be sent electronically

I can interact with a suitable CD ROM

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Control I can start and stop a tape recorder General

I know that some toys and other items can be controlled I can switch on a TV

I can begin to control the actions of a toy / simulation I know that a video recorder can be controlled

I can use a tape recorder with help I can use a remote control

I can use technology sensibly
Gainford C of E Primary School ITSS | Curriculum

I can use technology in role play situations

I have confidence when using the computer © Durham

County Council 2003

3. Internet Policy

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Policy, writing and review: Our Internet Policy has been written by the school, building on the Durham NGfL policy and government guidance. It has been agreed by the senior management and approved by governors. It will be reviewed regularly. …………………………… …………………………… …………………………… ……………………………

Created by: Date: To be revised: Approved: 2)

Importance of the Internet in School: • The purpose of Internet use in school is to raise educational standards, to promote pupil achievement, to support the professional work of staff and to enhance the school’s management information and business administration systems. Internet use is a part of the statutory curriculum and a necessary tool for staff and pupils. Internet access is an entitlement for students who show a responsible and mature approach to its use. The Internet is an essential element in 21st century life for education, business and social interaction. The school has a duty to provide students with quality Internet access as part of their learning experience.

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3)

How does the Internet benefit education? • • • • • • • • • access to world-wide educational resources including museums and art galleries; inclusion in government initiatives such as the DfES ICT in Schools and the Virtual Teacher Centre (VTC) http://vtc.ngfl.gov.uk; educational and cultural exchanges between pupils world-wide; cultural, vocational, social and leisure use in libraries, clubs and at home; access to experts in many fields for pupils and staff; staff professional development through access to national developments, educational materials and good curriculum practice; communication with support services, professional associations and colleagues; improved access to technical support including remote management of networks; exchange of curriculum and administration data with the LEA and DfES.

4)

How will Internet use enhance learning? • • • • • The school Internet access will be designed expressly for pupil use and will include filtering appropriate to the age of pupils. Pupils will be taught what Internet use is acceptable and what is not and given clear objectives for Internet use. Internet access will be planned to enrich and extend learning activities. Access levels will be reviewed to reflect the curriculum requirements and age of pupils. Staff should guide pupils in on-line activities that will support the learning outcomes planned for the pupils’ age and maturity. Pupils will be educated in the effective use of the Internet in research, including the skills of knowledge location, retrieval and evaluation.

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5)

How will pupils learn to evaluate Internet content? • • If staff or pupils discover unsuitable sites, the URL (address) and content must be reported to the Internet Service Provider via the ICT Co-ordinator. Schools should ensure that the use of Internet derived materials by staff and by pupils complies with copyright law.

The following statements will require adaptation according to the pupils’ age: • • • • Pupils should be taught to be critically aware of the materials they read and shown how to validate information before accepting its accuracy. Pupils will be taught to acknowledge the source of information used and to respect copyright when using Internet material in their own work. Training should be available to staff in the evaluation of Web materials and methods of developing students’ critical attitudes. Pupils should be taught how web sites are ordered when using search engines.

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6)

How will e-mail be managed?
The durhamlea.org.uk email system gives anonymity to pupils through the email address they are given. The pupil’s first name and initial letter of their surname are used with a number; e.g. James.b6001@durhamlea.org.uk

This means the pupil’s full name is not available, nor is the location of their school. This system combines the best of practice in pupil email account names. The service is also filtered. • • • • • • • 7) Pupils may only use durhamlea.org.uk e-mail accounts on the school system. Pupils must immediately tell a teacher if they receive offensive e-mail. Pupils must not reveal details of themselves or others in e-mail communication, such as address or telephone number, or arrange to meet anyone. Whole-class or group e-mail addresses can be requested (from frogmail) for any age group as well as individual email accounts. Access in school to external personal e-mail accounts may be blocked. E-mail sent to an external organisation should be written carefully and authorised before sending, in the same way as a letter written on school headed paper. The forwarding of chain letters is not permitted.

How should Web site content be managed? • • • • • • • The point of contact on the Web site should be the school address, school e-mail and telephone number. Staff or pupils’ home or personal information will not be published. Web site photographs that include pupils will be selected carefully and will not enable individual pupils to be clearly identified. Pupils’ full names will not be used anywhere on the Web site, particularly in association with photographs. Parents or carers will have completed the relevant form regarding the photographing and videoing of pupils before photographs of pupils are published on the school Web site . The Headteacher or nominee will take overall editorial responsibility and ensure that content is accurate and appropriate. The website manager is Mrs. Jane Hood. The address of the school website is www.gainford.durham.sch.uk More information with regard to the above is to be found in the

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policy ‘ Policy for the Photographing of Children’. e website editior is the Headteacher, who should approve any material that is to go on the website. There is a rota for each class providing material for the website, which can be passed to the headteacher on disc or e-mailed to Mrs. Hood at jane.hood2@tiscali.co.uk providing it has first been seen by the headteacher. The copyright of all material must be held by the school, or be attributed to the owner where permission to reproduce has been obtained. The school will scan regularly their own web site to check links that have been made into their own sites and to remove links from potentially dangerous sources. (Note: Schools using the ITSS Web Site SLA will have this included as part of the SLA) 8) What newsgroups and e-mail lists? • Newsgroups will not be made available to pupils unless an educational requirement for their use has been demonstrated.

9)

Can Chat be made safe? • • Pupils will not be allowed access to public or unregulated chat rooms. A risk assessment will be carried out before pupils are allowed to use a new technology in school.

10) How can emerging Internet applications be managed? • • Emerging technologies will be examined for educational benefit and a risk assessment will be carried out before use in school is allowed. Mobile phones will not be used during lessons or school time. The sending of abusive or inappropriate text messages is forbidden.

11) How will Internet access be authorised? • The school will keep a record of all staff and pupils who are granted Internet access. The record will be kept up-to-date, for instance a member of staff may leave or a pupil’s access be withdrawn. At Key Stage 1, access to the Internet will be by adult demonstration with occasional directly supervised access to specific, approved on-line materials.

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Parents will be informed that pupils will be provided with supervised Internet access (an example letter for schools is included as an appendix). Parents will be asked to sign and return a consent form. Please see the sample form later in this document.

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12)

How will the risks be assessed?

• • •

In common with other media such as magazines, books and video, some material available via the Internet is unsuitable for pupils. The school will take all reasonable precautions to ensure that users access only appropriate material. However, due to the international scale and linked nature of Internet content, it is not possible to guarantee that unsuitable material will never appear on a school computer. Neither the school nor DCC can accept liability for the material accessed, or any consequences of Internet access. The use of computer systems without permission or for inappropriate purposes could constitute a criminal offence under the Computer Misuse Act 1990. Methods to identify, assess and minimise risks will be reviewed regularly. The headteacher will ensure that the Internet policy is implemented and compliance with the policy monitored.

13) How will filtering be managed? The technical strategies being developed to restrict access to inappropriate material fall into several overlapping types (commonly described as filtering): Blocking strategies prevent access to a list of unsuitable sites or newsgroups. Maintenance of the blocking list is a major task as new sites appear every day.  A walled-garden or allow list provides access only to a list of approved sites. An allow list will inevitably restrict pupils' access to a narrow range of information.  Dynamic filtering examines the content of Web pages or e-mail for unsuitable words. Filtering of outgoing information such as Web searches is also required.  Rating systems give each Web page a rating for sexual, profane, violent or other unacceptable content. Web browsers can be set to reject these pages.  Monitoring records Internet sites visited by individual user. Access to a site forbidden by the filtering policy will result in a report. It is also possible to remove access automatically after a set number of policy violations. Despite careful design, filtering systems cannot be completely effective due to the speed of change of Web content. Filtering may be performed by the ISP, by the LEA, at school-level or by any combination.

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The school will work in partnership with parents, the LEA, DfES and the Internet Service Provider to ensure systems to protect pupils are reviewed and improved. If staff or pupils discover unsuitable sites, the URL (address) and content must be reported to the Internet Service Provider via the ICT Co-ordinator. Any material that the school believes is illegal must be referred to the Internet Watch Foundation (please see references given in support document). Filtering strategies will be selected by the school, in discussion with the filtering provider where appropriate. The filtering strategy will be selected to suit the age and curriculum requirements of the pupil.

14)

How will the policy be introduced to pupils? • • • Rules for Internet access will be posted in all rooms where computers are used. Pupils will be informed that Internet use will be monitored. Instruction in responsible and safe use should precede Internet access.

15) How will staff be consulted? Possible statements: • All staff must accept the terms of the ‘Responsible Internet Use’ statement before using any Internet resource in school. • All staff including teachers, supply staff, classroom assistants and support staff, will be provided with the School Internet Policy, and Internet and E-mail Code of Practice and their importance explained. • Staff should be aware that Internet traffic can be monitored and traced to the individual user. Discretion and professional conduct is essential. • Staff development in safe and responsible Internet use, and on the school Internet policy will be provided as required. 16) How will ICT system security be maintained? • • • The school ICT systems will be reviewed regularly with regard to security. Virus protection will be installed and updated regularly. Security strategies will be discussed with the LEA.

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• • 17) • • • • •

Personal data sent over the Internet will be encrypted or otherwise secured. Use of portable media such as floppy disks, memory sticks and CDROMs will be reviewed. Portable media may not be brought into school without specific permission and a virus check. Unapproved system utilities and executable files will not be allowed in pupils’ work areas. Files held on the school’s network will be regularly checked.

How will complaints regarding Internet use be handled? Responsibility for handling incidents will be delegated by the HT to a senior member of staff. Any complaint about staff misuse must be referred to the headteacher. Pupils and parents will be informed of the complaints procedure. Parents and pupils will need to work in partnership with staff to resolve issues. As with drugs issues, there may be occasions when the police or child protection staff must be contacted. Early contact could be made to establish the legal position and discuss strategies.

18) How will parents’ support be enlisted? • • • • • Parents’ attention will be drawn to the School Internet Policy in newsletters, the school brochure and on the school Web site. Internet issues will be handled sensitively to inform parents without undue alarm. A partnership approach with parents will be encouraged. Advice on filtering systems and educational and leisure activities that include responsible use of the Internet will be made available to parents. Interested parents will be referred to organisations such as PIN, Parents Online and NCH Action for Children (URLs in reference section).

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Gainford C of E

Primary

Responsible Internet Use
These rules help us to be fair to others and keep everyone safe. • I will ask permission before using the Internet. • I will use only my own network login and password, which is secret. • I will only look at or delete my own files. • I understand that I must not bring software or disks into school without permission. • I will only e-mail people I know, or my teacher has approved. • The messages I send will be polite and sensible. • I understand that I must never give my home address or phone number, or arrange to meet someone. • I will ask for permission before opening an e-mail or an e-mail attachment sent by someone I do not know. • I will not use Internet chat. • I see anything I am unhappy with or I receive messages I do not like, I will tell a teacher immediately. • I understand that the school may check my computer files and the Internet sites I visit. • I understand that if I deliberately break these rules, I may not be allowed to use the Internet or computers.
The school may exercise its right to monitor the use of the school’s computer systems, including access to websites, the interception of e-mail and the deletion of inappropriate materials where it believes unauthorised use of the school’s computer system is or may be taking place, or the system is or may be being used for criminal purposes or for storing unauthorised or unlawful text, imagery or sound.

Edit this poster for display near computers. Council 2004

Original © Kent County

Head Teacher Mr. H. Blindt, B Sc., PGCE NPQH. School No. 3131 Tel: 01325 730274 Fax: 01325 732089

Gainford C of E Primary School Low Road Gainford Darlington DL2 3DR

Dear Parents Responsible Internet Use As part of your child’s curriculum and the development of ICT skills, Our Primary School is providing supervised access to the Internet. We believe that the effective use of the World Wide Web and E-mail is worthwhile and is an essential skill for children as they grow up in the modern world. Please would you read the attached Rules for Responsible Internet Use and sign and return the consent form so that your child may use Internet at school. Although there are concerns about pupils having access to undesirable materials, we have taken positive steps to reduce this risk in school. Our school Internet provider operates a filtering system that restricts access to inappropriate materials. This may not be the case at home and we can provide references to information on safe Internet access if you wish. We also have leaflets from national bodies that explain the issues further. Whilst every endeavour is made to ensure that suitable restrictions are placed on the ability of children to access inappropriate materials, the School cannot be held responsible for the nature or content of materials accessed through the Internet. The School will not be liable for any damages arising from your child’s use of the Internet facilities. Should you wish to discuss any aspect of Internet use please telephone me to arrange an appointment.

Yours sincerely Mr. H. Blindt

E mail gainford.ce@durhamlea.org.uk

website – www.gainford.durham.sch.uk

Consent Form

Gainford C of E Primary
Responsible Internet Use
Please complete, sign and return to the school secretary Pupil: Form:

Pupil’s Agreement I have read and I understand the school Rules for Responsible Internet Use. I will use the computer system and Internet in a responsible way and obey these rules at all times. Signed: Date:

Parent’s Consent for Internet Access I have read and understood the school rules for responsible Internet use and give permission for my son / daughter to access the Internet. I understand that the school will take all reasonable precautions to ensure pupils cannot access inappropriate materials. I understand that the school cannot be held responsible for the nature or content of materials accessed through the Internet. I agree that the school is not liable for any damages arising from use of the Internet facilities. Signed: Please print name: Parent’s Consent for Web Publication of Work and Photographs I agree that, if selected, my son/daughter’s work may be published on the school Web site. I also agree that photographs that include my son/daughter may be published subject to the school rules that photographs will not clearly identify individuals and that full names will not be used. Signed: Date: This consent form is based, with permission, on the Internet Policy of the Irish National Centre for Technology in Education. Date:

The website manager is Mrs. Jane Hood. The address of the school website is www.gainford.durham.sch.uk More information with regard to the above is to be found in the policy ‘ Policy for the Photographing of Children’ The website editior is the Headteacher, who should approve any material that is to go on the website. There is a rota for each class providing material for the website, which can be passed to the headteacher on disc or e-mailed to Mrs. Hood at jane.hood2@tiscali.co.uk providing it has first been seen by the headteacher.

Internet filtering for Durham Schools
Background: As the County Internet Policy for Schools states no filtering system is perfect, hence the need for supervision of pupils using the internet and eternal vigilance by adults in schools. There is also a great variety of uses for internet research by pupils of different ages, for instance an A Level Biology student searching for information about parts of the body, using medical terms needs to find the information they need, yet a teenager using the ‘slang terms’ for body parts as part of a ‘prank’ needs different handling. For an ‘electronic filtering system’ to differentiate between the two (other than by the language of the search term) is impossible hence again the need for vigilance and supervision of the users. The use of pictures in education is very important, especially for those who are ‘visual learners’ and here the filtering systems are faced with another impossible task – how to differentiate between ‘good pictures’ and ‘bad pictures’. An A Level Art student may need access to pictures of the human form, from both ‘classical’ and ‘modern’ artists, yet a teenager looking for ‘naked’ needs a different outcome. Initial trials with filters looking for ‘flesh tones’ in pictures meant that both legitimate and inappropriate use was sometimes stopped, and often the choice made by the ‘flesh tone filter’ was the wrong choice! Filtering systems in place: Given this background information the notes below detail the considerable internet filtering system provided by Durhamnet for schools in Durham LA and comprises a number of stages and systems. These are: 1. The request from the user for a web page is compared to a ‘whitelist’ of web sites. This is a list of sites that will be available to all users all the time. For example: www.dfes.gov.uk (the DfES web site) www.durham.gov.uk (the Durham County Council web site) 2. If the web site requested is not on the ‘whitelist’ it is then compared to a number of other lists known as ‘blacklists’ that contain web sites whose material is know to be inappropriate for schools. If the site is on the ‘blacklist’ a ‘block’ page saying ‘you have been protected’ is displayed. 3. If the web site requested is not on the ‘white’ or ‘black’ lists it is compared to a further database which is made up from known web sites or parts of web sites that are inappropriate. If it matches one of these sites or part sites the ‘block’ page is displayed. You will see from this that parts of sites can be ‘allowed’ whilst other parts that are unsuitable are not. 4. The final check on the web site is whether the text on the web page or in the web site name contains any words from the ‘banned’ or ‘naughty’ words list. If it does the ‘block’ page is displayed. If not the page appears to the user making the request.

5. Also in place are ‘local’ (i.e. local authority) ‘whitelists’ and ‘blacklists’ allowing a degree of individuality in the service provided to different local authorities and their schools, and the other users of Durhamnet. 6. Once this process is completed all web pages pass through the ‘Dan’s Guardian’ filtering system that is used by many institutions and home users with great success. This provides an added level of filtering for Durham Schools Notes on the above; I. The ‘whitelist’ and ‘blacklist’ databases are updated every 24 hours by download from 4 different universities whose projects monitor sites on the world wide web and provide this service for educational internet providers. II. The ‘banned’ or ‘naughty’ words list is a static list compiled by Durhamnet from the pages of web sites that are banned by all the filtering systems above. P. Blackburn 05/07/06

Durhamlea.org.uk Email System

Affectionately know as ‘Frogmail’ by most users the information below defines the filtering system in operation. Frogmail is managed and maintained by ITSS, the Information and Technical Support Service, part of Durham County Council’s Children and Young People’s Services.

Frogmail Filtering - how it works
Mail is filtered through SpamAssassin software as it is delivered to durhamlea users. SpamAssassin is capable of correctly identifying the majority of unwanted material and is also configured to learn from the vast quantities of ham (good mail) and spam (bad mail) received in order to refine its tests. SpamAssassin has also been configured with some additional rules for identifying offensive language. Mail identified as non-spam is delivered normally to the intended recipient. Mail identified as spam/offensive is marked up with messages regarding why the mail was identified as such, and then treated as follows: • Spam/offensive mail from a durhamlea user is returned to the sender. This means the sender gets to know that their mail has not been delivered, and they have the opportunity to edit their message and try again.

Spam/offensive mail from a non-durhamlea user which is destined for the email account of a pupil or a class is delivered to a special spam account and dealt with by ITSS staff so that the system learns from the mail. Spam/offensive mail from a non-durhamlea user which is destined for a staff or teacher account is delivered to the 'Spam' folder for that user if it exists, and to a special spam account if the 'Spam' folder does not exist. In this way, teachers and staff account holders can decide whether or not they want to receive spam. Those who do will have to brave the offensive material which arrives. Those who do not want to receive spam, can delete their 'Spam' folder (using the 'Spam control' tool provided in the 'options' section) and run the risk that on rare occasions they will miss an email which SpamAssassin has incorrectly identified as spam. Users can alter their preference at any time by using the 'Spam control' tool provided in the 'options' section

P.Blackburn 06.07.06

4. ICT Scheme of Work
The school uses QCA units of work and adjusts these using ITSS planning units. These units are organised in order to take advantage of opportunities to for effective use of ICT through the foundation subjects as well as for specific teaching of ICT.

The QCA schemes of work, supported by ITSS planning units are followed on a 2 year rolling programme as outlined in the long term planning.

Term 1 Sci 1A Ourselves ICT 1C The information around us Class 1 Sci 1C Sorting and using ICT 1D Labelling and classifying Sci: Characteristics of Materials 3C ICT: 3C Introduction to databases Te: Packaging 3A ICT: 3A Combining text and graphics Te5C Moving Toys ICT 5E Controlling Dvices Class3
ICT: 5A Graphical modelling

Term 2 His U4 Florence Nightingale Ict 2C Finding information Numeracy ICT 2D Routes – controlling a floor turtle

Term 3 Art: 2B Mother Nature Designer ICT 2B Creating pictures

Term 4 Ge 1 Around our school ICT 1F Understanding instructions and making things happen

Term 5 Numeracy ICT2E Questions and answers Sci 1D Light and Dark ICT 1A introduction to modelling

Term 6

Sci2B Plants and animals in the local environment. ICT 2A Writing stories

On going keyboard skills Numeracy ICT: 4E Modelling effects on screen ICT: Keyboard skills Te:3 C Moving Monsters . ICT: 3B Manipulating sound. ICT: 3E E-mail ICT: 3D Exploring simulations Sci:4C Keeping Warm ICT: 4D Collecting and presenting information ICT: 4A Writing for different audiences ICT Keyboard skills Sci: 4B Habitats ICT: 4C Branching databases His: 4C Romans ICT: 4B Developing images using repeating patterns Sci: 5D Gases Around ICT: 5F Monitoring Environmental Conditions and changes
ICT: Keyboard skills

Class 2

Te: 5D Biscuits ICT: 5D Introduction to spreadsheets
Numeracy challenges ICT: 6B

Sci: 5E Earth Sun and Moon ICT: 6D Internet to search large databases….
Te 6C Fairground ICT 6C Control and Monitor

ICT: 5C Evaluating information, checking accuracy…

U 11 What was it like living in Victorian times ICT 5B Analysing Data and asking Questions

Geog: 14 Investigating Rivers ICT: 6A Multimedia presentation

5. ICT Development Plan
ICT Development Plan Gainford C of E School
This plan covers the period September 2005 to September 2007 The plan was written by Mr. H Blindt and discussed and approved by the governing body on ________________
The overall aims for ICT use in our school are: ICT as subject: Throughaour use of ICT to support and enhance teaching and learning, we would hope that all our staff and pupils will: At least a range of will skills, which will enable them the end of Year 2 in 2006 •• Develop90%of pupilsICT attain Level 2 or above in ICT at to make effective use of the resources for themselves in their • school work; of pupils will attain Level 4 or above in ICT at the end of Year 6 in 2006 At least 90% • Have confidence to experiment with new software and to apply their developing skills in new contexts; •ICT as a tool for teaching and learning: can give quicker or better results than other methods and also of when it may Develop an understanding of when ICT • be inappropriate to use ICT; use of ICT to support teaching and learning in English, mathematics All teacher will make appropriate as well as the Foundation Subjects • Develop the patience and persistence use of the Internet as aand recognise the possibilitiesas going wrong, without the • Teachers will make increasingly effective to realise their ideas source for lesson materials and of feeling to planning andfailure. an aid of a sense of administration Our schemes of work for ICT as a subject will provide opportunities for all pupils to: •Ensuringto use a wide range sustainability of ICT resources: Learn maintenance and of ICT tools including word processors, desktop publishing programs, graphics software, databases, spreadsheets, Control, simulations, maintenance and replacement of ICT equipment The school will make financial provision for the ongoing multimedia authoring, email and web browsers; •as part of regular, frequent budget. to ICT resources so that they can practise and develop their skills with these tools; Have the annual school access • Work individually and collaboratively.

Recent History of ICT Teaching at Gainford C of E

In March 2004, the ICT provision at Gainford C of E Primary was judged to be satisfactory. At this time each class had access to 2 PC’s and there were 7 RM laptop machines that were also available to be used (a ratio of 6 pupils per machine). A teaching assistant regularly withdrew groups of pupils to work on the laptops and supported the ICT units that pupils were learning in class.

Current Situation
During the Summer Term in 2005 there was a major investment in ICT. This consisted of: • • • • • • • The purchase of 16 new RM laptops bringing the total number of laptops in use to 23 and PC’s to 6 ( bringing the ratio of pupils per machine to 3.2 to 1) The wireless networking of all curricular computers with a server The commissioning of a dedicated computer suite (although laptops can be used wirelessly throughout the school A shared technician being employed for 1 afternoon each fortnight in order to maintain the ICT infrastructure. Staff training in the use of the computer suite There is a Promethean Interactive Whiteboard in each classroom An additional management computer (laptop) was purchased in order for headteacher and secretary to have free access to management.

Target 1: To devise a system for the assessment of ICT that dovetails with the assessment of English, Maths and Science
Action
Arrange professional development day with Paul Hodgkinson (ITSS) to speak to teaching staff regarding assessment in ICT Organise initial work scrutiny of ICT in order to start ICT moderation process and ICT portfolio Arrange for regular work scrutinise and moderations of ICT for the portfolio To design and implement a Foundation Stage check list of skills

Responsible Staff
HB + Paul Hodgkinson at ITSS

Estimated Costs
As part of network training contract with ITSS (£591 per year)

Timescale
By Jan 6th 2006

Success Criteria
Has this training taken place

Progress at Feb 1 2006
Paul Hodgkinson advised assessment issues. staff on

HB with DM with all teaching staff

1 staffmeeting

Spring Term 20056

Has the process of ICT moderation and the compilation of an ICT portfolio started

took place March 2006

HB/DM with teaching staff

all

At least staffmeeting term

one per

Once per term from Spring 20056

Is there an up to date ICT portfolio? Are teaching staff confident at moderating and levelling ICT work Is there a check list of skills for the Foundation Stage? Is it used as an assessment tool?

The portfolio exists and moderation of work for the portfolio occurs regular Check list of skills has been devised and is in operation

DM with Foundation and KS1 Staff

½ day release time for DM or some time in staffmeetings

By May 2006

Target 2: To purchase new software to complement the Microsoft packages and to fulfil full curriculum coverage of ICT
Responsible Staff Investigate and purchase HB Clicker 5 software in order to update existing Clicker 3. This is essentially a literacy program that can be used across the primary age-range Investigate and purchase HB Flow-ol 3 software in order control element of the ICT curriculum can be taught effectively in upper KS2. Action Estimated Timescale Success Criteria Progress Costs Feb 1 at 2006 £435 from To be ordered by Clicker 5 is purchased Clicker 5 has been ordered and e-learning Feb 2006 and is being used arrived credits effectively in KS1 and KS2

£185 from To be ordered by Flowol 3 Flowol-3 has been ordered and is e-learning Feb 2006 purchased and is being installed on network credits used effectively in KS2 £238 from general curriculum

Target 3: To provide professional development in order that new computer network and any new software is used effectively in order promote learning.
Action Responsible Staff Organise training HB contract for Clicker 5 Organise training HB contract for Flowol 3 Organise training contract for KS1/Foundation stage in the teaching of ICT appropriate to these phases To organise in staffmeetings additional training in the use of ICT packages that are on the school network All staff to have an additional training session with Paul Hodgkinson from ITSS as part of network training contract HB Estimated Costs 1 twilight session for all teaching staff in Autumn term 2006-7 3 hours for BS (DM?) 1 twilight Timescale Arrange March 2006 Arrange March 2006 Arrange March 2006 Success Criteria Progress

by Has effective training Contract has been arranged for Dec taken place in the use of 2006 Clicker 5 by Has effective training This has happened taken place in the use of Flowol 3 by Have KS1/Foundation Contract arrange with stage received high Gilsen for Sept 2006 quality ICT training specific to these phases Term Have staff received This has happened additional use of software packages that enhances the teaching of ICT Has this training taken This has happened place and has it been tailored to the specific needs of this school

Vanessa

HB with DM

3 staffmeetings

Spring 2005-6

HB/DM with 1 twilight ITSS and all teaching staff

February 16th

Target 4: To carry out an audit of ICT hardware and software currently in use in the school
Respo Estimated nsible Costs Staff Audit ICT hardware ie HB and 1/2 afternoon computers and associated DM subject leader hardware in order to see if time there are any shortfalls To produce an outline of HB with ½ day for the funding required to replace DM audit older computers and to maintain and enhance the Cost of level of ICT provision over a replacement to 3 year period be determined by the audit Audit ICT software (both on HB and 1 afternoon hard-drives and on discs in DM subject lead order to see if there are any shortfalls Compile and collate all user HB and ½ afternoon licences DM subject leader time Action Timescale By July 2006 Success Criteria Progress is

By July 2006

Has hardware been Audit has happened and audited? included in this document Have any shortfalls been identified? Has this audit of computer replacement taken place?

By July 2006

By July 2006

Has software been audited? Have any shortfalls been identified? Is there an up to date file of user licences? Are the regulations of all licences being applied

Audit has happened and included in this document

is

Licences have been compiled and regulations are being applied

Target 5: To use ICT effectively to support all subjects
Action Responsible Staff audit HB/DM Estimated Timescale Costs ½ day for By Dec 2006 HB/DM Success Criteria Progress

To foundation subject units and decide which can be most suitably supported by ICT

Has audit of foundation Happened autumn term 2006-7 subjects taken place?

Following the HB/DM above process to re-organise ICT units of work to fit in with foundation subjects that will be supported by ICT

At least staffmeeting

1 By Dec 2006

Have ICT units been re- Units have been re-organised to fit organised to fit in with the in with opportunities presented by above foundation subjects

For all teaching DM with teaching 3 staffmeetings staff to be aware staff of ICT software that is available and how to use it (SEE TARGET 3)

By June 2006

Does staff know which This training happened software is available to summer term 2005-6 support medium term planning and how to use it effectively?

during

Target 6: To Review ICT Policy, Guidelines, Internet Policy and to combine into one updated ICT Policy/Guidelines Document
Action Responsible Staff To Review ICT HB with DM Policy, Guidelines, Internet Policy and to combine into one updated ICT Policy/Guidelines Document Estimated Timescale Costs ½ day for HB By July 2006 and DM Staffmeeting to review with staff Success Criteria Progress

Has the document been The documents have been written written and has it been but need to be discussed by implemented? Is it governors and staff understood by all teaching staff?

Target 7:
Action Responsible Staff Work towards DM with HB BECTA ICT Quality Mark and achieve it Estimated Costs HT time DM time Staffmeeting time Timescale Apply Sept 2006 Success Criteria Progress

Has Quality Mark been BectaMark has been applied for. applied for? Contract has taken place with Paul Has it been achieved? Hodgkinson for ‘getting started’ with ITSS

6. ICT Audit
Audit of ICT Hardware at Gainford C of E – April 2006 Make RM RM RM Toshiba Promethean Sanyo RM RM APC Brother D-Link Model CL51 CY27 AL51 SPA10 AV-30164 PLC-XU41 1569ME WO46440701 SUA750I HL-2700CN DWL-7100AP Description Laptop Laptop Laptop Laptop Amplifier Projector Monitor Server UPS Printer Wireless AP Quantity 15 3 1 1 1 1 1 1 1 1 4 Approximate Date of Purchase Sept 05 July 03 Feb 06 July 05 Sept 05 Sept 05 May 99 Sept 05 Sept 05 Sept 05 Sept 05 Code Location Lapsafe Lapsafe Lapsafe IT Suite IT Suite IT Suite IT Suite IT Suite IT Suite IT Suite IT Suite, Class 1, Class 2, Class 3. Class 1 Class 1 Class 1 Class 1 Class 1 Class 1 Class 1 Class 2 Class 2 Notes Laptops Old Laptops Replacement Laptop Projector Laptop For Projector Laptop For Projector Laptop Server Monitor CC3 Server Server UPS Network Printer Wireless Access Points for network Blue Desktop For Blue Desktops Whiteboard Laptop For Whiteboard Laptop For Whiteboard Laptop For Whiteboard Laptop 1x Whiteboard PC 1x Whiteboard PC 1x Whiteboard Monitor

RM RM RM Promethean Promethean Sanyo HP RM RM

WO45759402 WO45759401 VM7VRPAE17 CY27 PRM-AB2P01 AV-30164 PLC-XU41 Deskjet 5740 WO37844402 WO37986301 C7BBR

Desktop Monitor Laptop Whiteboard Amplifier Projector Printer Desktop Monitor

2 2 1 1 1 1 2 2 2

Sept 05 Sept 05 June 04 Sept 05 Sept 05 Sept 05 Sept 05 Nov 02 Nov 02

Promethea n Cambridge Audio Sanyo HP RM RM HP Promethea n Cambridge Audio Sanyo Toshiba HP Panasonic Panasonic Dell HP RM HP Roamer Bee-Bots

PRM-AB2P-01 A1 V3.0 PLC-XU41 Deskjet 990CXi

Whiteboar d Amplifier Projector Printer Desktop Monitor Printer Whiteboar d Amplifier Projector Laptop Printer Video Camera Digital Camera Desktop Printer Laptop Laptop

1 1 1 2 2 2 2 1 1 1 1 1 1 1 1 1 1 1 2 6

May 05 May 05 May 05 Nov 02 Nov 02 Nov 02 Nov 02 May 05 May 05 May 05 June 05 July 05 Oct 05 Oct 05 May 05 Nov 02 June 04 Jan 06 2003 2006

Class 2 Class 2 Class 2 Class 2 Class 3 Class 3 Class 3 Class 3 Class 3 Class 3 Head Office Head Office Head Office Head Office Main Office Main Office Home Use Head Office Head Office Head Office

Whiteboard For Whiteboard For Whiteboard 1x Whiteboard PC 1x Whiteboard PC 1x Whiteboard Monitor 1x Whiteboard PC Whiteboard For Whiteboard For Whiteboard Heads Laptop Printer for HT Laptop

WO37986302 WO37844401 C7BBR

990CXi

PRM-AB2P-01 A1 V3.0 PLC-XU41 SP3845 NV-GS75EB DMC LZ2 DHM Laserjet 1200 CY27 M5262

Admin PC

Used for website Donation

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