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Our aim is to prepare our children for the digital world and provide them with transferrable skills to help them safely navigate.

We wish to;

  • Develop their digital literacy- that the children are able to use, express themselves and develop their ideas safely through information and communication technology.
  • Develop their understanding of computer science- that the children understand how digital systems work and how to put this knowledge to use through programming. Our children will have opportunities to break a problem into its component parts (abstraction), use logic, develop algorithms/programs (formula to solve a problem) and use data representation in a range of contexts.
  • Develop their understanding and use of information technology- that they can evaluate and apply information technology, including new or unfamiliar technologies, safely.

Intent: the knowledge and skills that pupils will gain at each stage through the school’s curriculum


We plan from the National Curriculum and Statutory Framework for EYFS. To do this well and to help teachers to deliver this, we use the ‘Purple Mash’ scheme of work to ensure coverage and progression, and supplement this with real life experiences. We are supported through ‘Teach Computing’ resources. These schemes provide clarity and ideas for our non-specialist staff.

The schemes cover key areas and builds up sequentially, both in-year and in key stages. The areas are:

  • Computer systems and networks
  • Creating media
  • Programming
  • Data and information

Implementation: How the curriculum is taught and assessed.

We use a purpose built computing suite, Google Chromebooks and Apple iPads to deliver whole class or half class lessons. This is timetabled to allow all classes regular access.  Classes can book additional time.  We use these resources to support the taught curriculum.

Staff use a variety of teaching styles which might include, instruction, demonstration, setting problems, questioning, opportunities for practising and consolidating skills etc.

Scaffold support or extension activities are provided as necessary to ensure all children can access and achieve in the curriculum.

Methods of assessment

Formative methods

  • During the lesson our teachers and LSAs assess and monitor the children’s understanding of the concepts taught. They do this through observation, questioning and looking at the children’s written and oral responses.
  • This ongoing assessment may change the direction of the teaching during a lesson or change the emphasis of subsequent teaching.

Summative Methods

  • Teachers make a summative assessment at the end of each year about each children whether they are working below, at or above the expected standard.
  • The end of year formative assessment is included in a written report for parents.
  • Progress is measured by tracking children across periods of time – this is monitored by the class teacher, phase leader, subject leader, subject governor and SLT.

Impact: the outcomes that children achieve as a result of their education

In our assessment of the impact of computing in St Andrew’s we would expect to see;

  • children enjoying and being enthusiastic about computing in our school – this may be assessed by pupil voice conferences, House discussions or seen in observations;
  • that children’s work shows a range of topics and evidence of the curriculum coverage for all computing modules;
  • a clear progression of children’s work evident in their computing online folders;
  • that children are becoming increasingly independent in their computing work;
  • that our children can confidently relate their computing knowledge in the real world;

Monitoring of computing: The Planning, teaching and learning, assessment and pupil’s work are all monitored in the following ways;

    • data is analysed by the subject leader, class teachers and SLT;
    • subject leader/ STEM faculty and SLT also monitor and look at the work of the children to monitor their progress;
    • subject leader maintains a computing subject SEF, which includes the collection of assessment and subject action plan.
    • collection of pupil voice;
    • lesson observations;
    • Governor subject visits and discussion with subject lead