4. The final programmes of study for computing for Key
Stages 1-4 were published in September 2013.
Maintained schools in England are legally required to
follow this statutory national curriculum from September
2014.
The national curriculum sets out in programmes of study,
on the basis of key stages, subject content for those
subjects that should be taught to all pupils.
Every state-funded school must offer a curriculum which is
balanced and broadly based and which promotes the
spiritual, moral, cultural, mental and physical development
of pupils at the school and of society, and prepares pupils
at the school for the opportunities, responsibilities and
experiences of later life.
Computing
5. The school curriculum comprises all learning and other
experiences that each school plans for its pupils. The
national curriculum forms one part of the school
curriculum. Inspectors see a range of curricula across
maintained schools, academies and free schools. Schools
develop their own curriculum to respond to the particular
needs of their pupils and ensure they receive a broad and
balanced education. However, a school’s curriculum must
comply with the legislation to give pupils the opportunity to
study a wide range of subjects.
Academies are also required to offer a broad and
balanced curriculum in accordance with Section 1 of the
2010 Academies Act.
All schools must publish their school curriculum by subject
and academic year online; there is a legal requirement to
make curriculum information available on a school’s
website.
Computing
6. The computing curriculum can be considered as built from
three strands:
Computer science: the scientific and practical study of
computation; what can be computed, how to compute it, and
how computation may be applied to the solution of problems.
Information technology: concerned with how computers
and telecommunications equipment work, and how they may
be applied to the storage, retrieval, transmission and
manipulation of data.
Digital literacy: the ability to effectively, responsibly,
safely and critically navigate, evaluate and create digital
artefacts using a range of digital technologies.
Computing
8. The School inspection handbook explains how
inspections are conducted and the judgements that are
made by inspectors. It contains the grade descriptors used
by inspectors when making their judgements.
The Framework for school inspection sets out the
statutory basis for section 5 inspections.
A regularly updated Subsidiary guidance document is
provided to support inspection.
School inspection
9. The School inspection handbook (paragraph 140) states that
inspectors should consider how well leaders and managers
ensure that the curriculum:
is broad and balanced (in the context of the school) and
meets the needs, aptitudes and interest of pupils including, if
applicable, pupils in the sixth form
promotes high levels of achievement and good behaviour
is effectively planned and taught
does not compromise pupils’ achievement, success or
progression by inappropriately early entry to public
examinations
is based at Key Stage 4 on an appropriate balance between
academic and vocational courses.
Evaluating the curriculum (extract)
10. Subsidiary guidance (paragraph 120) states that:
When considering whether the curriculum has sufficient
breadth and balance and the extent to which it meets the
needs, aptitudes and interests of pupils, inspectors should
note the following:
A curriculum with breadth and balance in maintained
schools is likely to consist of the national curriculum subjects,
religious education (RE) and a variety of other courses and
programmes, including extra-curricular and enhancement
activities offered by the school and its partners. Where a
school does not provide the national curriculum and RE,
inspectors will need to fully explore the school’s reasons. For
academies, inspectors should check the curriculum
requirements set out in the academy’s funding agreement.
Evaluating the curriculum (extract)
11. Achievement is outstanding when
pupils make rapid and sustained progress throughout year
groups across many subjects, including English and
mathematics, and learn exceptionally well.
the achievement of pupils for whom the pupil premium
provides support at least matches that of other pupils in the
school or has risen rapidly, including in English and
mathematics
pupils develop and apply a wide range of skills to great
effect in reading, writing, communication and mathematics;
they are exceptionally well prepared for the next stage in their
education, training or employment
pupils, including those in the sixth form and those in the
Early Years Foundation Stage, acquire knowledge quickly
and develop their understanding rapidly in a wide range of
different subjects across the curriculum
Evaluating achievement (extract)
12. Achievement is outstanding when
the learning of groups of pupils, particularly those who are
disabled, those who have special educational needs, those
for whom the pupil premium provides support, and the most
able is consistently good or better
the standards of attainment of almost all groups of pupils are
likely to be at least in line with national averages with many
pupils attaining above this. In exceptional circumstances, an
outstanding grade can be awarded where standards of
attainment of any group of pupils are below those of all pupils
nationally, but the gap is closing rapidly, as shown by trends
in a range of attainment indicators.
Evaluating achievement (extract)
13. As now, inspectors will use a range of evidence to make
judgements, including by looking at test results, pupils’ work
and pupils’ own perceptions of their learning. Inspectors will
not expect to see a particular assessment system in place
and will recognise that schools are still working towards full
implementation of their preferred approach. However,
inspectors will:
spend more time looking at the range of pupils’ work to
consider what progress they are making in different areas of
the curriculum
talk to leaders about schools’ use of formative and
summative assessment and how this improves teaching and
raises achievement
evaluate how well pupils are doing against relevant age-
related expectations as set out by the school and the national
curriculum
Use of assessment information
14. consider how schools use assessment information to
identify pupils who are falling behind in their learning or
who need additional support to reach their full potential,
including the most able
evaluate the way schools report to parents and carers on
pupils’ progress and attainment and assess whether
reports help parents to understand how their children are
doing in relation to the standards expected.
Use of assessment information
16. Achievement in computing is good or better when
pupils demonstrate excellent understanding of important
concepts in all three strands of the computing curriculum and
are able to make connections within the subject because they
have highly developed transferable knowledge, skills and
understanding
pupils consistently use their subject knowledge and
understanding very effectively in written and verbal
explanations and can solve challenging problems
pupils make highly effective use of a wide range of hardware
and software appropriate to their age and ability
Achievement in computing
17. Achievement in computing is good or better when
pupils show independence in their use of computing across
all three strands of the curriculum and exhibit positive
attitudes towards the subject and working constructively with
others
pupils show high levels of originality, imagination, creativity
and innovation in their understanding and application of skills
in computing
all secondary pupils have the opportunity to study aspects of
information technology and computer science at sufficient
depth to allow them to progress to higher levels of study or to
a professional career.
Achievement in computing
18. Achievement in computing is likely to be inadequate when
pupils’ lack of understanding of one or more strands of the
computing curriculum impedes their progress
pupils rarely demonstrate creativity or originality in their use
of computing but seem confined to following instructions
pupils lack interest and enthusiasm for the subject and
cannot describe the relevance of computing in a technological
age
in secondary schools significant proportions of pupils in Key
Stage 4 neither study information technology or computer
science nor develop their skills systematically through other
subjects.
Achievement in computing
19. Teaching in computing is good or better when
it is informed by excellent subject knowledge and
understanding of continuing developments in teaching and
learning in computing
teachers have a high level of competence and expertise,
both in terms of their specialist knowledge and technical skills
and in their understanding of active learning in computing,
which they use effectively to secure achievement which is at
least good
it is rooted in the development of pupils’ understanding of
important concepts and progression within the lesson and
over time; it enables pupils to make connections between
individual topics and to see the ‘big picture’
Teaching in computing
20. Teaching in computing is good or better when
lessons address pupils’ misconceptions very effectively;
teachers’ responses to pupils’ questions are accurate and
highly effective in stimulating further thought
teachers communicate high expectations, enthusiasm and
passion about computing to pupils; they challenge and inspire
pupils to produce the best work they can
teachers use a very wide range of innovative and
imaginative resources and teaching strategies to stimulate
pupils’ active participation in their learning and secure good or
better progress across all aspects of the subject.
Teaching in computing
21. Teaching in computing is likely to be inadequate when
teaching fails to engage pupils in computing; lessons are not
sufficiently related to pupils’ lives and experiences with the
result that pupils do not value the subject
weaknesses and gaps in the teacher’s knowledge of
computing or how pupils learn the subject hamper lesson
planning, the choice of resources, or the quality of teachers’
explanations, with the result that pupils make too little
progress
assessment information does not inform lesson planning
and schemes of work are not differentiated to meet the needs
of different groups of pupils
teachers’ low expectations contribute to the pupils’ poor
progress in computing
Teaching in computing
22. Teaching in computing is likely to be inadequate when
teaching strategies result in pupils being too passive, with
little opportunity for pupils to contribute their own
understanding and ideas in lessons
the quality of feedback is poor and teachers do not correct
common errors or misconceptions
teachers’ subject expertise is limited and does not cover the
required breadth of the three strands of the computing
curriculum.
Teaching in computing
23. The computing curriculum is good or better when
an imaginative and stimulating curriculum is skilfully
designed to match to the full range of pupils’ needs to ensure
highly effective continuity and progression in their learning
the curriculum is broad and balanced with all three
computing strands covered well for all pupils, in computing
lessons and/or across the school curriculum
the contexts in which computing is taught are relevant to
pupils’ lives and reflect the increasing use of computing in the
world of industry; excellent links are forged with other
agencies and the wider community to provide a wide range of
enrichment activities to promote pupils’ learning and
engagement with the subject
links with other subjects in the school are productive in
strengthening pupils’ learning in computing
The computing curriculum
24. The computing curriculum is good or better when
pupils are expected to use their computing knowledge, skills
and understanding in realistic and challenging situations
KS4 and KS5 pupils have access to a range of appropriate
qualifications in information technology and computer
science, including academic and vocational options
pupils’ have comprehensive knowledge and understanding
of how to stay safe when using new technologies
rigorous curriculum planning ensures the subject makes an
outstanding contribution to pupils’ spiritual, moral, social and
cultural development.
Inspectors will be aware that, for example, a Year 7 teacher
cannot currently assume that pupils have covered the full KS1
and KS2 computing programmes of study.
The computing curriculum
25. The computing curriculum is likely to be inadequate when
the curriculum does not meet the needs of significant
numbers of pupils in the school and, as a result, too many
make poor progress
the curriculum is not broad and balanced, covering all three
strands of the computing curriculum
significant proportions of pupils do not receive any
computing provision, either discretely or through appropriate
cross-curricular provision
there is little enrichment activity in the subject
connections between the computing experiences planned
and the lives of pupils are weak and result in low levels of
engagement and enjoyment
The computing curriculum
26. The computing curriculum is likely to be inadequate when
there are few links between computing and other subjects
there are no suitable progression routes into information
technology and computer science for pupils at Key Stages 4
and 5
pupils have poor knowledge and understanding of how to
stay safe when using new technologies
opportunities to promote pupils’ spiritual, moral, social and
cultural development are missed.
The computing curriculum
27. Leadership of computing is good or better when
leadership is informed by a high level of subject expertise
and vision which has a clear impact on the performance and
practice of members of the department and on outcomes for
pupils
there is a strong track record of innovation in computing;
subject reviews, self-evaluation and improvement planning
are well-informed by current best practice in computing
education
subject leadership inspires confidence and whole-hearted
commitment from pupils and colleagues; there are effective
strategies to delegate subject responsibilities where
appropriate and to share good practice and secure high
quality professional development in the subject
Leadership in computing
28. Leadership of computing is good or better when
continuing professional development is well-targeted and
thoroughly evaluated for its impact; it includes up-to-date
training for teaching assistants and technical support staff
computing has a very high profile in the life of the school and
is at the cutting edge of initiatives to raise pupil progress
access to computing equipment is outstanding, and the
school is likely to have promoted the use of mobile
technologies; the computing infrastructure enables pupils and
staff to have very good access to their work and to the
school’s learning resources at all times, and contributes to
pupils’ achievement
Leadership in computing
29. Leadership is good or better when
there is an age-appropriate e-safety curriculum that is
flexible, relevant and engages pupils’ interest; that is used to
promote e-safety through teaching pupils how to stay safe,
how to protect themselves from harm and how to take
responsibility for their own and others’ safety
e-safety is a priority across all areas of the school, with all
teaching and non-teaching staff receiving regular and up-to-
date training in e-safety
rigorous e-safety policies and procedures are in place,
written in plain English, contributed to by the whole school,
updated regularly and ratified by governors.
Leadership
30. Leadership of computing is likely to be inadequate when
leadership is not well-informed about current initiatives in the
subject
there is little evidence of a broader vision of computing
education that draws on the work of other professionals
beyond the school
key statutory requirements for computing are not met
self-evaluation is weak and not informed by good practice in
the subject, or by outcomes for pupils
insufficient effort is made to coordinate the work of
computing staff and to improve the quality of the weakest
teachers
Leadership in computing
31. Leadership of computing is likely to be inadequate when
opportunities for professional development in the subject are
limited, and, as a result, some staff lack the confidence and
expertise to deliver computing effectively
the subject has a low profile in the life of the school, is poorly
resourced and does not contribute significantly to whole-
school improvements
pupils and staff have only limited access to computing
equipment when they need it.
Leadership in computing
32. School leadership is likely to be inadequate when
there is no progressive, planned e-safety education across
the curriculum
there is little evidence of e-safety training for staff
e-safety policies are generic and not regularly updated.
The leadership and management of the school are likely to be
judged to be inadequate if:
the school’s arrangements for safeguarding pupils do not
meet statutory requirements and give serious cause for
concern.
Leadership
33. ‘The governing body of a maintained school shall make
arrangements for ensuring that their functions relating to the
conduct of the school are exercised with a view to
safeguarding and promoting the welfare of children who
are pupils at the school.’
section 175 Education Act 2002
Statutory duty
35. The April 2014 School inspection handbook contains the
following text:
The behaviour and safety of pupils at the school
Inspectors should consider (paragraph 135):
Types, rates and patterns of bullying and the effectiveness of
the school’s actions to prevent and tackle all forms of bullying
and harassment. This includes cyber-bullying and
prejudice-based bullying related to special educational need,
sexual orientation, sex, race, religion and belief, gender
reassignment or disability.
The school’s success in keeping pupils safe, whether within
school or during external activities through, for instance,
effective risk assessments, e-safety arrangements, and
action taken following any serious safeguarding incident
Inspection of e-safety
36. The grade descriptor for outstanding includes:
Pupils are fully aware of different forms of bullying, including
cyber-bullying and prejudice-based bullying, and actively try
to prevent it from occurring. Bullying and derogatory or
aggressive language in all their forms are rare and dealt with
highly effectively.
All groups of pupils are safe and feel safe at school and at
alternative provision placements at all times. They understand
very clearly what constitutes unsafe situations and are highly
aware of how to keep themselves and others safe in different
situations, including in relation to e-safety.
Inspection of e-safety
37. The April 2014 School inspection handbook contains the
following text:
The quality of leadership in, and management of,
the school
Inspectors should consider (paragraph 140):
The effectiveness of safeguarding arrangements to ensure
that there is safe recruitment and that all pupils are safe. This
includes the promotion of safe practices and a culture of
safety, including e-safety.
Inspection of e-safety
38. The April 2014 Subsidiary Guidance document contains the
following text (paragraph 145):
Inspectors should include e-safety in their discussions with
pupils, covering topics such as safe use of the internet and
social networking sites and cyber-bullying including by text
message, and the measures the school takes to promote safe
use and combat unsafe use.
Inspection of e-safety
39. E-safety is now considered in the inspection of all
education remits including the early years sector,
further education and skills, and initial teacher
education.
Social care inspectors also consider e-safety in the
inspection of these remits, including in boarding and
residential provision in schools and colleges,
children’s homes and adoption and fostering
services and agencies.
And finally
`
40. What now?
What does this mean for your school?
Are you already meeting Ofsted
requirements?
Here are the headlines and a few
questions that you need to ask…
41. “School curriculum
comprises all learning and
other experiences that
each school plans for its
pupils.”
Do you have extra curricular activities
running in your school that develop
learning opportunities in Computing for
your children?
42. “All schools must publish their school
curriculum by subject and academic
year online; there is a legal requirement
to make curriculum information
available on a school's website.”
Do you have a functioning website?
Is all the key information on your
website?
43. “The computing curriculum can be
considered as built from three strands:
Computer Science, Information
Technology and Digital Literacy.”
Is the curriculum that you have in place
broad enough and does it cover these
three sections effectively?
44. “Inspectors should consider how well
leadership and management ensure the
curriculum prepares students for later
life.”
Are you giving your students skills,
which will mean they can operate
successfully in the 21st century
workplace?
Do your students know the career
pathways that will become open to them
if they study Computing?
45. “Inspectors should consider how well
leadership and management ensure
that the curriculum promotes high levels
of achievement and links to the school's
system of assessment.”
Do you assess your students in
Computing?
Does it link to your wider school
assessment?
Do you provide for your high ability
students?
46. “Achievement is good or better when:
Pupils demonstrate excellent
understanding, they know how to use
that understanding to solve problems
and they make use of a range of
technology and software.”
Does your school have the equipment in
place to offer a range of technology?
Do you have an action plan in place for
Computing?
47. “Teaching in computing is good or
better when: it is informed by excellent
subject knowledge, teachers have a
high level of competence and expertise,
it is rooted in pupil progression.”
Do you have CPD in place to raise the
confidence, subject knowledge and
competence within Computing?
Do you, as a school know what progress
looks like in Computing?
48. “The computing curriculum is good or
better when: an imaginative and
stimulating curriculum is skillfully
designed to match the full range of
pupil's needs and promote
progression.”
Do you have a curriculum in place?
Is it designed to fit the needs of your
pupils?
Does it promote progression?
49. “Leadership is good or better when: e-
safety is a priority across all of the
school, with all teaching and non-
teaching staff receiving regular and up
to date training.”
Is this true of your school?
Do all non-teaching staff have training?
50. “E-safety is now considered in the
inspection of all education remits.”
Do you have the correct policies in
place?
Do staff know their responsibilities?
Do you have systems in place to deal
with e-safety issues?
51. Lots of questions… but what now?
Hopefully this has prompted you to think
of improvements you can make regarding
Computing in your school.
52. A teacher just for Computing???
Johnathon.martin@tech4schools.co.uk
My role allows me the time to keep up to
date with future technologies and
techniques to use in the classroom, so
feel free to email any queries.
53. A teacher just for computing???
Johnathon.martin@tech4schools.co.uk
Be sure to look at
how some of our
courses could help
your school
develop.
55. Different ways to enhance your
computing curriculum:
We are going to use LegoWedo
and the Scratch programming
language to design an algorithm
and create a program that uses
sound as an input and a motor
as an output.
56. You will need:
A laptop with Scratch
One set of LegoWedo
A pen and paper
Half of your group needs to begin
to create the lego birds.
Follow the instructions carefully.
With children this would be done
in pairs prior to any coding.
57. You will need:
A laptop with Scratch
One set of LegoWedo
A pen and paper
The other half need to write an
algorithm that will use the
Scratch programming blocks to
control the birds using the
microphone as an input. Can you
draw what it will look like,
including the input and output
devices?
58. You will need:
A laptop with Scratch
One set of LegoWedo
A pen and paper
An example of
what a child
may produce.
59. You will need:
A laptop with Scratch
One set of LegoWedo
A pen and paper
Think about the code that the
program will need to run.
What will start it?
How will the noise level control
the speed of the birds?
60. You will need:
A laptop with Scratch
One set of LegoWedo
A pen and paper
This simple
code means
the motor
power is
controlled by
the noise.
61. Extension:
Can you create a threshold
so that the motor only starts
when the noise level
becomes unacceptable?
62. Extension:
Can you create a threshold
so that the motor only starts
when the noise level
becomes unacceptable?
Use if/else command.
63. Extension:
Can you get Scratch to act as a
data logger?
You will need to create a
variable list.
66. Which objectives have we covered in
this session:
Maths
Science
Design and Technology
Computing
Speaking and listening
Collaboration
67. Which objectives have we covered in
this session:
Maths
•compare and order numbers from 0 up to 100; use <, > and = signs
•interpret and construct simple tables
Design & Technology
• generate, develop, model and communicate their ideas through discussion,
annotated sketches, cross-sectional and exploded diagrams, prototypes,
pattern pieces and computer-aided design
• apply their understanding of computing to program, monitor and control their
products
Science
• recognise that sounds get fainter as the distance from the sound source
increases
• making systematic and careful observations and, where appropriate, taking
accurate measurements using standard units, using a range of equipment,
including thermometers and data loggers
68. Which objectives have we covered in
this session:
Computing
•design, write and debug 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
•use logical reasoning to explain how some simple algorithms work
and to detect and correct errors in algorithms and programs
•select, use and combine a variety of software on a range of digital
devices to design and create a range of programs, systems and
content that accomplish given goals, including collecting, analysing,
evaluating and presenting data and information
69. Break out sessions:
Futures: Johnathon Martin/Tech 4 Schools
Visual Displays: Clevertouch
New Technologies for Education: April Martyn
Editor's Notes
Little about me
Kirkella, Springhead, Cavendish
Computing coordinator
Changed curriculums, developed policies, worked with Primarytec, trained staff, parents, governors, e safety mark, now I work for tech4schools going into schools and running courses aimed at helping teachers and coordinators to develop their curriculum during this period of transition.
I am no means ofsted- These are David Browns slides, who his an ofsted inspector. He presented this at a conference in London last year. Subsequently all the slides are no longer available, but still very current and very informative. The purpose of showing you the presentation is so you can check which category you think your school fits in. Are you showing signs of good to outstanding practice?
Or are there areas that could be seen as inadequate or requires improvement?
The whole idea of today is to give you the knowledge that you may need for an inspection. You may leave thinking phew, at least now I know Im doing the right thing.
You may leave terrified, thinking that you have no idea where to start, and that everything is a disaster. The chances are you will be somewhere in between, and with any luck tech4schools can help to plug any gaps to ensure you fall into the good or outstanding category, especially when dealing with computing and e safety
See slides
Broad and balanced! Massively different to the old curriculum, where we taught children to be consumers of Microsoft. I was taught in those days, and did not have the skills that I needed until I got to university. The new curriculum takes the focus away from simply presenting information in different ways, to creating, finding out, and understanding.
These 3 things, create, find out and understand relate to the all 3 strands of the new computing curriculum, Computer science, Information technology, and digital literacy.
See slide
Ofsted has published a revised school inspection framework and grade descriptors for implementation in September 2012.
The School inspection handbook explains how inspections are conducted and the judgements that are made by inspectors. It contains the grade descriptors used by inspectors when making their judgements.
The Framework for school inspection sets out the statutory basis for section 5 inspections.
Quality of leadership in, and management of, the school
Whilst these statements are not specific to the computing curriculum, they are what ofsted will look at when they judge your school on the curriculum.
Variety of other courses and programmes, including extra curricular and enhancement activities! Computing clubs, code clubs, etc would be great to tick this box!
From September 2012 School inspection handbook
Outstanding achievement (EXTRACT)
Achievement is outstanding when
Taking account of their different starting points, the proportions of pupils making and exceeding expected progress are high compared with national figures.
Pupils make rapid and sustained progress throughout year groups across many subjects, including English and mathematics, and learn exceptionally well.
Pupils read widely and often across all subjects.
Pupils develop and apply a wide range of skills to great effect, in reading, writing, communication and mathematics. They are exceptionally well prepared for the next stage in their education, training or employment.
Pupils, including those in the sixth form and those in the Early Years Foundation Stage, acquire knowledge quickly and develop their understanding rapidly in a wide range of different subjects across the curriculum.
The learning, quality of work and progress of groups of pupils, particularly those who are disabled, those who have special educational needs and those for whom the pupil premium provides support, show that they achieve exceptionally well.
The standards of attainment of almost all groups of pupils are likely to be at least in line with national averages with many pupils attaining above this. In exceptional circumstances, an outstanding grade can be awarded where standards of attainment of any group of pupils are below those of all pupils nationally, but the gap is closing rapidly, as shown by trends in a range of attainment indicators. This may include attainment in reading. Expected progress is defined by the government as two National Curriculum levels of progress between Key Stages 1 and 2 and three National Curriculum levels of progress between Key Stages 2 and 4.
Progress from age-related expectations at the beginning of Nursery, to age-related expectations at the beginning of Reception, on to the end of Reception where they can be compared with Early Years Foundation Stage Profile national figures is likely to represent expected progress during the Early Years Foundation Stage.
Expected progress for pupils attaining below Level 1 of the National Curriculum at the end of Key Stages 1 or 2 is explained in Subsidiary guidance.
From September 2012 School inspection handbook
Outstanding achievement (EXTRACT)
Achievement is outstanding when
Taking account of their different starting points, the proportions of pupils making and exceeding expected progress are high compared with national figures.
Pupils make rapid and sustained progress throughout year groups across many subjects, including English and mathematics, and learn exceptionally well.
Pupils read widely and often across all subjects.
Pupils develop and apply a wide range of skills to great effect, in reading, writing, communication and mathematics. They are exceptionally well prepared for the next stage in their education, training or employment.
Pupils, including those in the sixth form and those in the Early Years Foundation Stage, acquire knowledge quickly and develop their understanding rapidly in a wide range of different subjects across the curriculum.
The learning, quality of work and progress of groups of pupils, particularly those who are disabled, those who have special educational needs and those for whom the pupil premium provides support, show that they achieve exceptionally well.
The standards of attainment of almost all groups of pupils are likely to be at least in line with national averages with many pupils attaining above this. In exceptional circumstances, an outstanding grade can be awarded where standards of attainment of any group of pupils are below those of all pupils nationally, but the gap is closing rapidly, as shown by trends in a range of attainment indicators. This may include attainment in reading. Expected progress is defined by the government as two National Curriculum levels of progress between Key Stages 1 and 2 and three National Curriculum levels of progress between Key Stages 2 and 4.
Progress from age-related expectations at the beginning of Nursery, to age-related expectations at the beginning of Reception, on to the end of Reception where they can be compared with Early Years Foundation Stage Profile national figures is likely to represent expected progress during the Early Years Foundation Stage.
Expected progress for pupils attaining below Level 1 of the National Curriculum at the end of Key Stages 1 or 2 is explained in Subsidiary guidance.
Key information about assessment is there. But schools should be assessing in their own way following the disapplication of levels.
Now these are very specific to computing.
These relate to achievement
Independence, positive attitudes and collaboration with others.
Originality, imagination, creativity, innovation. The old curriculum did not enable children to show these skills, are they showing them now?
Lack of understanding of just 1 of the strands is inadequate.
Lack enthusiasm! If taught correctly I cannot see that been the case!
Moving on to Teaching!
Excellent subject knowledge! Keep up to date with new and emerging technologies
High level of competence and expertise for both subject knowledge and technical skills.
Link computing to the real world and to other learning experiences. Not just to keep that skill in the computing lesson, but to use it in other contexts.
Teachers have no time! They cannot keep up with new technologies. Well maybe one will! So dedicated CPD time is necessary
High expectations.
Range of innovative and imaginative resources
Passive learning
Poor feedback
Limited subject expertise.
Again, CPD needs to be in place to cover this.
Now for the curriculum
Imaginative, that word again! Progression is thrown in there
Broad and balanced, all 3 strands covered well, either in computing lessons or across the curriculum. I prefer both!
Real world links, mentioned again!
Links to other subjects- look at using computing in other subjects like using a pen! The focus of the lesson isn’t on the pen, its on what you want the children to achieve. Use technology in the same way when using it other lessons.
Keeping safe- very important in terms of what ofsted what to see.
Links to SMSC
Don’t panic if you have year 6!
Leadership is informed by a high level of subject expertise and vision which has a clear impact on the performance and practice of members of the department. There is a strong track record of innovation in ICT. Subject reviews, self-evaluation and improvement planning are well-informed by current best practice in the subject. Subject leadership inspires confidence and whole-hearted commitment from pupils and colleagues. There are effective strategies to delegate subject responsibilities where appropriate and to share good practice and secure high quality professional development in the subject.
Again, back to CPD
Needs to be a high priority in school life
Need access to computing equipment, mobile technologies, home access
Now for leadership- SLT, coordinates, Headteacher business managers.
Lots of mentions of e-safety-
Going for the safety mark makes you realise how important it is that the whole school get involved, especially the SLT
‘The governing body of a maintained school shall make arrangements for ensuring that their functions relating to the conduct of the school are exercised with a view to safeguarding and promoting the welfare of children who are pupils at the school.’
section 175 Education Act 2002
The September 2012 School inspection handbook contains the following text:
The behaviour and safety of pupils at the school
Inspectors should consider (paragraph 119): types, rates and patterns of bullying and the effectiveness of the school’s actions to prevent and tackle all forms of bullying and harassment – this includes cyber-bullying and prejudice-based bullying related to special educational need, sexual orientation, sex, race, religion and belief, gender reassignment or disability.
The September 2012 School inspection handbook contains the following text:
The behaviour and safety of pupils at the school
The grade descriptor for outstanding includes: ‘Pupils are fully aware of different forms of bullying, including cyber-bullying, and actively try to prevent it from occurring. They understand very clearly what constitutes unsafe situations and are highly aware of how to keep themselves
The September 2012 School inspection handbook contains the following text:
The quality of leadership in, and management of, the school
Inspectors should consider (paragraph 123): the effectiveness of safeguarding arrangements to ensure that there is safe recruitment and that all pupils are safe. This includes the promotion of safe practices and a culture of safety, including e-safety.
Ofsted has produced a briefing document on e-safety for school inspectors; this gives examples of outstanding, good and inadequate practice.
The September 2012 School inspection handbook contains the following text:
The quality of leadership in, and management of, the school
Inspectors should consider (paragraph 123): the effectiveness of safeguarding arrangements to ensure that there is safe recruitment and that all pupils are safe. This includes the promotion of safe practices and a culture of safety, including e-safety.
Ofsted has produced a briefing document on e-safety for school inspectors; this gives examples of outstanding, good and inadequate practice.
Extra curricular activities are a great way to promote computing and to develop expertise. These groups of children could form part of digital leaders scheme, and staff could even pop to the odd session to learn a thing or two from the children
This is the first place ofsted will look. They get less information than in the past, so if it is clearly sign posted on the website it makes it easier for them. Anything to keep them happy will surely help
Is your curriculum split up into these sections. Do your staff know enough about each section to teach it effectively. How do you know?
Having technology days and getting in outside workplaces to showcase what they do with technology could be a great way to show children what is possible. All the big names in technology these days started learning code on their own. There are videos from the gates and zuckerbergs of the world online explaining their love for technology and how it has helped them to be so successful
Every school I have been to so far is doing something different. There is no right way! But it needs to be happening. The focus is firmly on literacy numeracy and science, and foundation subjects often don’t get assessed in the same way. But how are you going to correctly plan for future lessons if you do not know where the children are? How will the teacher who inherits them after you know that the more able child knows so much already?
Do you give learners the choice? Do they know that a task could be easier on one device, or that compatitbility issues may affect their ability to complete the task. Do they have access to other technologies, or do you just have one type.
Lots of the software need not be expensive. They are many free web based alternatives. On that note I must mention our sponsers, quickline, who provide a super fast high speed wireless service, specifically designed Broadband 4 Schools
Many rural village schools don&apos;t realise they could also benefit from Quickline services, who are a totally independent ISP and have helped schools achieve speeds of up to 40x what they currently can achieve, allowing for video rich, online materials to be utilised in the school for the first time.
CPD was mentioned a lot! Do you have some planned. Are all the staff involved?
What does progress look like in computing?
Have you bought a scheme of work? Often great starting points but many have gaps in. Do you have enough subject knowledge to be sure all areas of the curriculum are covered and it promotes progression.
Is e safety a priority? Are you just covering it this week? Does your caretaker get training? He may receive a disclosure. Does he know what to do with the information?
Have a look at the safety mark. It is a real eye opener
You are possibly worried now! But there is no need to be, as you are not alone. All the schools I have been into so far this year are at different stages and do some bits very well, but not others. But what can you do about it?
I think the theme so far is CPD. As long as your staff keep up with new technologies, and have a sound subject knowledge, they will cope providing computing has a high profile in your school.
Teachers don’t have the time to keep up to date. Teachers have too many books to mark, and too many other “little” jobs that take up their time. I don’t.
I can keep up to date, I can come and work with your school, or you can come to our CPD events, but whatever you need I am available to help your school in whatever way is necessary.
Here are just some of the courses, there are sign up sheets available on your tables, but be sure to check the tech4 schools website, as they will get updated, and more will be added after feedback from you. Let us know what you want us to run courses on, and we will.