Computing – subject information

Intent

To ensure a high-quality computing education which equips pupils to use computational thinking and creativity to understand and change the world (National Curriculum).

To build upon children’s knowledge and understanding from EYFS to Year 6 following the expectations of the National Curriculum.

To enable children to build and apply a repertoire of knowledge and skills linked to the three strands of the National Curriculum: Computer Science, Digital Literacy and Information Technology

To ensure children are aware of responsible internet usage and know how to keep themselves safe online.

Aims

The national curriculum for Computing aims to ensure that all pupils:

  • can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation
  • can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems
  • can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems
  • are responsible, competent, confident and creative users of information and communication technology.

Implementation

At Brough Primary School, we use a range of educational sources such as National Centre for Computing Education (NCCE), Rising Stars Switched On, Twinkl and ProjectEVOLVE resources as a basis for providing a clear and comprehensive scheme of work in line with the National Curriculum.

Children in all year groups are exposed to a range of topics which encourage progression across the key strands of computer science, digital literacy and information technology. All children have access to the hardware and software needed to develop knowledge and skills of digital systems and their applications.

Each class has one session per week, either in the IT Suite or in their own classroom, the option is flexible as the children work from HP Chromebooks which each have their own charging station. In addition to this, children have access to further technologies such as iPads and programmable toys (BeeBots). Additional HP Chromebook slots can also be used in the IT Suite/classroom to enable cross curricular opportunities to enhance and embed their learning.

Online Safety is taught using ProjectEVOLVE resources which incorporates the statements from the UK Council for Internet Safety’s (UKCIS) framework “Education for a Connected World”. This is taught within Computing lessons and also through PSHE lessons. Through these lessons, the children have the opportunity to explore and respond to key issues such as digital communication, cyberbullying, online safety, security, plagiarism and social media.

Impact

Children will be confident users of technology, able to use it to accomplish a wide variety of goals, both at home and in school. They will have a secure and comprehensive knowledge of technology and digital systems, enabling them to confidently progress with future studies and modern life in this digital age.

Children will know how to be responsible, safe and respectful online. They are able to recognise the dangers that exist from the use of technology and articulate well about the potential risks of being online. They will be able to talk about ways to keep safe online and know what to do if they feel unsafe or see something that they do not like.

We expect most children will meet or exceed the progression of skills requirements in Computing.

We measure the impact of our curriculum by: –

● Teacher assessments made against the planned outcomes on half termly Medium Term Plans for Computing.
● Pupil discussion and feedback (pupil voice) (skills and knowledge).
● Reflective staff feedback (teacher voice).
● Monitoring by the Computing Subject Leader during learning walks.
● Opportunities for dialogue between teachers.
● Monitoring of children’s work.
● Photo evidence and images of practical learning.

‘Support for SEND Pupils: Pupils with complex special educational needs and/or disabilities (SEND) who access ‘The Bridge’ are given bespoke support to help them in their learning.’

OFSTED comments

‘Role Models:
Older pupils enjoy role-modelling good manners and routines to children in Reception during lunchtime.’

OFSTED comments

‘Enthusiasm for Learning: Pupils are enthusiastic about their learning. They begin their work enthusiastically and present their work with pride.’

OFSTED comments

‘Cultural Understanding: Pupils are taught to recognise and respect different cultures and religions in wider society… They understand the broader make-up of the community and society that they are a part of.’

OFSTED comments

‘Caring and Respectful Environment: The school fosters a culture of respect and kindness. Relationships between staff and pupils are warm, and there is a strong sense of community and family within the school. Pupils feel safe and trust the adults to support them.’

OFSTED comments

‘School Environment:
This is a school that is built upon respect and kindness. Relationships between adults and pupils are warm and caring. A sense of family and community runs through the school.’

OFSTED comments

‘Governance and Leadership: Governors understand their roles. They assure themselves that what leaders tell them is reflected in the reality of pupils’ experiences. They offer support and challenge to leaders.’

OFSTED comments

‘Positive Behavior and Role Models: Older pupils act as role models for younger ones, helping them with manners and routines. The school maintains a calm and orderly environment, contributing to a feeling of safety for the pupils.’

OFSTED comments

‘Curriculum Development: The curriculum has been developed to help pupils build knowledge over time. There is evidence of students connecting previous learning to current lessons, indicating a well-structured curriculum.’

OFSTED comments

‘Inclusive Support for SEND Pupils: The school provides tailored support for pupils with special educational needs and/or disabilities (SEND), particularly through its “The Bridge” provision. Pupils with complex needs are encouraged to manage their emotions, which positively impacts their learning.’

OFSTED comments

‘Engaged Learners: Pupils are enthusiastic about learning, show pride in their work, and consistently follow the clear routines set by the school. This contributes to a positive learning environment.’

OFSTED comments

‘Pupil Safety and Trust: Pupils say they feel safe and that they trust adults to help them.’

OFSTED comments

‘Safeguarding: The school has effective safeguarding arrangements, ensuring the safety and well-being of all pupils.’

OFSTED comments

‘Curriculum:
This work is beginning to give pupils opportunities to build more knowledge over time. For example, Year 2 pupils talk confidently about their learning about The Great Fire of London from Year 1, and how this connects to current learning in history.’

OFSTED comments

‘Behavior Management: Adults manage behaviour in a consistent way. Pupils say that adults are fair. Leaders have ensured that there are clear routines that pupils follow around school.’

OFSTED comments

‘Extracurricular Activities and Cultural Awareness: Pupils participate in a wide range of activities beyond the classroom, such as residential experiences. They are also taught to respect different cultures and religions, helping them understand and reject prejudice and discrimination.’

OFSTED comments

‘Phonics and Reading: Pupils enjoy reading and being read to. The phonics curriculum begins early in Reception, and staff receive regular training to deliver it effectively. There is a strong reading culture, especially in the early years.’

OFSTED comments

‘Governance and Leadership: The school’s governors are well-informed, offering both support and challenge to leaders. They are also conscious of staff well-being, contributing to a positive working environment for staff.’

OFSTED comments