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Our aim is to prepare our children for the ever increasing digital world.  We wish to;

Develop their digital literacy, that the children are able to use, and 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.

We presently follow the Purple Mash scheme of work to ensure coverage and progression. The scheme provides clarity and ideas for our non-specialist staff.

The scheme covers eight key areas and builds up sequentially. The areas are:

  • Coding and Computational thinking
  • Spreadsheets
  • Internet and Email
  • Art and Design
  • Music
  • Databases and graphing
  • Writing and Presenting
  • Communication and networks


We use a purpose built computing suite to deliver whole class or half class lessons. This is timetabled to allow all classes regular access.  Classes can book additional time.  We also have a range of resources to support the taught curriculum (ipads, programming bebots, technical lego etc)

Staff use a variety of teaching styles which might include, instruction, demonstration, setting problems, questioning, opportunities for practising and consolidating skills etc. Scaffolded support or extension activities are provided as necessary.


We measure impact of our taught curriculum through:

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 term about each children whether they are working below, at or above the expected standard.
  • There is a written report for parents at the end of the academic year to help assess the child’s attainment.
  • 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