Schools

How to develop a primary school ICT policy

An effective ICT policy must be a concise and accessible document that informs and directs the teaching of ICT within the school. It provides an overview and so should be only a few pages in length. This then provides the framework for a more detailed ICT scheme of work and other working documents. Any newly-completed document will usually need to be agreed by the school’s governing body and reviewed on a regular basis.

A school’s ICT policy should address how the content of the statutory Early Years Foundation Stage Framework and ICT components of the National Curriculum are to be delivered. It is also a valuable opportunity to integrate the school’s ethos, values, aspirations and expectations for technology to ensure that the students’ education is enriched and broadened.

An effective ICT policy provides a framework for:

• what is taught
• how it is taught
• the rationale for what and how it is taught
• how progress will be assessed in line with Assessing Pupil Progress demands
• identifying what ICT equipment is required
• how the hardware and software is organised (eg ICT suite or/and class-based equipment
• how all the aspects of ICT are managed
• addressing issues associated with ICT, including e-safety and general health and safety
• the setting of high expectations for using ICT which are then formalised in the acceptable use policies for staff, students and parents.

The ICT policy should also be a valuable tool to inform future developments which, in turn, should be reflected in the schools medium and long-term planning. In order that the ICT policy is integrated into the wider school provision it is recommended that other sources are taken into consideration.  These could include:

• Early Years Foundation Stage Framework
• National Curriculum ICT Programme of Study
• the school improvement plan
• the existing ICT action plan
• the school’s other policy documents.

Writing a document from scratch can be a daunting task so it can be useful to look at exemplars and documents from other schools.  These can inform, provide a starting point as well as saving time. You can also draw on support materials from other organisations such as Becta and the Department for Children, Schools and Families (DCSF). 

When developing the policy it is advisable to:

• set-up a working party that reflects the breadth of the school and represents the relevant stakeholders (eg ICT co-ordinator, member of senior management team, governor, year leader, class teacher, teaching assistant, technician)
• agree the process and procedures for the group
• take minutes of meetings and identify who will undertake agreed actions
• consult with colleagues and keep them informed of progress
• set a timescale for completion and submission to staff and governors
• ensure that there is time set aside for meetings and that this does not conflict with the Workforce Reform agenda.

In order to maximise the application of ICT in the classroom it is often integrated across the curriculum. The cross-curricular model requires that ICT is woven into the other subject areas of the school curriculum. This ensures that technology is used innovatively to extend the educational opportunities for the students to ensure greater accessibility to the subject material and studied to greater quality and depth. In order to achieve this it is important to:

• plan ICT as an integral part of each curriculum area
• ensure that curriculum leaders, teachers and support staff are able to integrate the ICT learning objectives into the schemes of work for other subjects
• ensure that teachers can choose the appropriate technology to support and extend learning within other subjects
• ensure that teachers and support staff are able to identify and assess the ICT learning objectives within the lesson
• teach discrete ICT skills within the context of work drawn from other subjects.

There may be the need to teach some ICT skills discretely, although it is often possible for these to be taught within the framework and context of other subjects. Teaching discrete ICT skills will require:

• enough equipment (eg computers, sensors, robots etc) for all the target children to have hands-on experience
• sufficient time to develop the confidence to apply the technology.

Any ICT policy needs to address e-safety in a clear and unambiguous manner. It is essential to educate, empower and prepare children and adults for the potential risks that are associated with technology. An ICT policy should include advice and set the fundamental expectations for the various target groups that will use technology for which the school is partially or totally responsible. 

Any policy should identify the need for strategies for the school to foster in order to ensure that:

• the technology is used appropriately and safely  
• individuals are trained to manage their own safety and respect the safety of others
• individuals whose safety is compromised know the avenues and strategies that are to be followed in order to effectively tackle any inappropriate behaviour
• standards of acceptable use are agreed and formalised for staff, students and parents.

The ICT policy should be reviewed regularly by the staff and appropriate governing body mechanisms. Due to the fast-changing nature of ICT it may be necessary to undertake this process on an annual basis.

An effective ICT policy should stand at the heart of what and how technology is taught within the school. It should reflect the school’s ethos, demand high standards and set clear expectations, lead innovation and inform practise. Having such a policy in place provides clarity for what is provided in the present and what the school aspires for its students in the future.

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