Benjamin Hargreaves C.E Primary School Voluntary Aided

Every child, every day, to learn, to laugh, to love and pray.

Computing Policy

Accrington Benjamin Hargreaves C.E. (VA) Primary School

Computing Policy

(September 2019)

Mission Statement

We, at Benjamin Hargreaves, strive for excellence and enjoyment in education by providing a safe, secure, caring family environment, where all are valued and respected as individuals. We will endeavour to enable them to reach their full potential, whilst growing in their love and understanding of the Christian Faith.



The use of information and communication technology is an integral part of the National Curriculum and is a key skill for everyday life. Computers, tablets, programmable robots, digital and video cameras are a few of the tools that can be used to acquire, organise, store, manipulate, interpret, communicate and present information. At Benjamin Hargreaves CE Primary School, we recognise that pupils are entitled to quality hardware and software and a structured and progressive approach to the learning of the skills needed to enable them to use it effectively. The purpose of this policy is to state how the School intends to make this provision.



Our Computing Policy follows The National Curriculum 2014 for Computing Guidelines and aims to ensure the curriculum:


  • provides a relevant, challenging and enjoyable curriculum for ICT and computing for all pupils;
  • meets the requirements of the National Curriculum Programmes of Study for ICT and Computing;
  • uses ICT and Computing as a tool to enhance learning throughout the curriculum;
  • responds to new developments in technology;
  • equips pupils with the confidence and capability to use ICT and Computing throughout their later life;
  • enhances learning in other areas of the curriculum using ICT and Computing;
  • develops the understanding of how to use ICT and Computing safely and responsibly.



School Curriculum

The minimum teaching time for Computing in each year group is one hour per week. The school follows the ‘Switched on Computing’ scheme of work to ensure appropriate coverage of skills.


 Early Years Foundation Stage:

  • It is important in the Early Years Foundation Stage to give children a broad, play-based experience of ICT in a range of contexts, including outdoor play. ICT is not just about computers.
  • Early Years learning environments should feature ICT scenarios based on experience in the real world, such as in role play.
  • Children gain confidence, control and language skills through opportunities to ‘paint’ on the whiteboard or drive a remote-controlled toy.
  • Outdoor exploration is an important aspect, supported by ICT toys such as metal detectors, controllable traffic lights and walkie-talkie sets.
  • Recording devices can support children to develop their communication skills. This is especially useful for children who have English as an additional language.


 By the end of Key Stage 1 pupils should be taught to:

  • understand what algorithms are, how they are implemented as programs on digital devices, and that programs execute by following a sequence of instructions;
  • write and test simple programs;
  • use logical reasoning to predict the behaviour of simple programs in computing;
  • organise, store, manipulate and retrieve data in a range of digital formats;
  • communicate safely and respectfully online, keeping personal information private, and recognise common uses of information technology beyond School.


 By the end of Key Stage 2 pupils should be taught to:

  • design and write programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts;
  • use sequence, selection, and repetition in programs; work with variables and various forms of input and output; generate appropriate inputs and predicted outputs to test programs;
  • use logical reasoning to explain how a simple algorithm works and to detect and correct errors in algorithms and programs;
  • understand computer networks including the Internet; how they can provide multiple services, such as the world-wide web; and the opportunities they offer for communication and collaboration;
  • describe how Internet search engines find and store data; use search engines effectively; be discerning in evaluating digital content; respect individuals and intellectual property; use technology responsibly, securely and safely;
  • select, use and combine a variety of software (including Internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.



As well as during each lesson, assessment is carried out throughout the year, across the school. In each class, teachers use KLIPs assessment grids for three identified children across the ability range. The grids are highlighted as the skills are achieved and used to inform assessment.


Monitoring and evaluation

Computing is now being included in our whole school monitoring cycle. The Subject Leader follows the School Self Evaluation for Subject Leaders’ Guidelines and is achieved through;

  • monitoring and evaluation of pupils’ work;
  • lesson observations;
  • Pupil interviews;
  • monitoring of planning



 Health and Safety

The school is aware of the health and safety issues involved in children’s use of ICT and Computing.

All fixed electrical appliances in School are tested by a LA contractor every five years and all portable electrical equipment in School is tested by an external contractor every twelve months. Staff are advised not to bring their own electrical equipment into School but if this is necessary, then the equipment must be PAT tested before being used in School. This also applies to any equipment brought into School by, for example, people running workshops, activities, etc. and it is the responsibility of the member of staff organising the workshop, etc. to advise those people. All staff should visually check electrical equipment before they use it and take any damaged equipment out of use. Damaged equipment should then be reported to the Subject Leader or Headteacher who will arrange for repair or disposal.

Children should not put plugs into sockets or switch the sockets on.

Trailing leads should be made safe behind the equipment.

Liquids must not be taken near the computers.

Magnets must be kept away from all equipment.

Safety guidelines in relation to Interactive white boards will be displayed in all classrooms.

eSafety guidelines will be set out in the eSafety and eSafeguarding Policy.


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