Learning environments for ICT
in primary schools and early years settings 2008

 

Overview

Advice for school leaders on developing, managing and making fullest use of ICT provision for learning

It is over six years since the ‘ National Grid for Learning (NGfL) Phase II’ when the first networked ICT suites were installed in Kent primary schools. Many schools have renewed and extended their infrastructure, and others face the pressing need for renewal. Strategies at national level to create a common digital infrastructure are progressing rapidly. Interoperability of systems, content management and personalised learning are major drivers. Schools deserve the best advice to support procurement strategies, informed by full understanding of the remarkable developments in ICT for learning and teaching since NGfL.

To support Kent schools in self-review and action planning, the Kent Learning Environment Toolkit is structured under the eight elements of the Becta Self Review Framework. The online tool is designed to help schools evaluate ICT and plan for improvements in teaching and learning. The SRF offers benchmarking against best practice and generates an action plan. The recommended actions may be edited and prioritised. Statements may feed in to the SEF and School Plan.
See http://www.kenttrustweb.org.uk/kentict/kentict_becta_ind.cfm for more information

The renewed Primary Strategy frameworks include ICT as an embedded feature of teaching and learning. Extensive national pilots have demonstrated the impact of well-managed ICT, in the hands of good teachers, on pupil outcomes:

Literacy

  • Multimodal texts, images and sound to engage and challenge learners
  • Recorded speech and playback to support writing development
  • ICT as a planning tool, to map out, structure and develop ideas

Mathematics

  • Modelling and demonstration
  • Visualisation
  • Problem solving and analysis
  • Rapid generation of examples to support investigation

In the spirit of the DCSF’s Excellence and Enjoyment, the challenge to primary schools now is to bring the excitement so often present in cross-curricular work into their planning for progress in ICT capability.

Kent County Council is involved in the ‘Progressions’ pilot. The ASK Primary ICT team will share resources with supported schools and communicate key messages to all schools as the pilot develops during 2007. The aim is not to replace Qualifications and Curriculum Authority ICT (QCA ICT) with another scheme of work. Schools will be offered a clearer picture of age-related expectations. Exemplars to support planning and assessment are in preparation.

The Kent NGfL site is nationally recognised as a source of advice, resources and exemplary material to support teachers in embedding ICT across the curriculum. Direct links to the site are featured throughout this document. The ICT coordinator support pack contains a structured, themed collection of resources to support the subject leader, and complements this paper. The entire site is regularly updated to ensure that new developments are communicated to schools.
Kent ICT

ICT is an entitlement for all pupils. There are essential requirements for the ICT learning environment, in order to ensure the statutory entitlement.

  • There must be adequate provision for all pupils to receive the statutory entitlement as set out in the National Curriculum, and achieve the Early Learning Goals set out in Curriculum Guidance for the Foundation Stage.
  • All primary schools must have a minimum computer:pupil ratio of 1:8.
    The Department for Children, Schools and Families(DCSF) have reported this as the baseline level for ICT to impact positively on pupil attainment.
  • All teachers and learners must have access to appropriate ICT-based resources across the curriculum.
  • ICT opportunities should be planned into subject teaching where appropriate.
  • Provision should enable practitioners to ensure an appropriate balance, in whole-class lessons, of teacher exposition and learner activity supported by ICT.

ICT Mark

Analysis of OFSTED reports since March 2006 reveals that schools with the ICT Mark are:

  • "Four times more likely to be rated as ‘outstanding’ in the overall effectiveness of the school category"
  • "Three times more likely to be rated as ‘outstanding’ in the Achievement and standards category"
  • "Three times more likely to be rated as ‘outstanding’ in the Leadership and management category"
  • "Four times more likely to be rated as ‘outstanding’ in the Teaching and learning category "

The quality mark for ICT in schools was introduced in April 2006 to replace the NAACEmark. It identifies schools which are consistently able to demonstrate commitment to using technology to improve their overall effectiveness and efficiency.

Schools may use the Becta Self Review Framework to judge readiness for accreditation. The threshold is clearly shown in each section by the ICT Mark symbol. For further information visit:
http://schools.becta.org.uk/ictmark

Throughout this paper, there are references to the ICT Mark threshold (typically Level 2, or sometimes Level 3) of the SRF. Our aim is to illustrate what ICT looks like in the school meeting the national standards. Please do not base your action plan directly on these statements. It is vital that action planning is based on self-evaluation against each element in the framework. Your planned actions should aim to move the school to the next level.

Schools wishing to apply for the ICT may find the following documents useful:

Evidence needed for ICT Mark . excel

ICT Mark Check List (PDF)

ICT Roles and Responsibilities (pdf)

 | Published: 27-1-09  | TOP