BerkswichCE Primary School

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Berkswich CE Computing Policy

Click on the file below to download our computing policy. Alternatively, scroll down to read an online copy. Please do feel free to speak to our computing lead or your child's teacher if you would like to discuss any aspect of this policy.

Legal framework

This policy has due regard to statutory guidance, including, but not limited to, the following:

  • DfE (2013) ‘Computing programmes of study: key stages 1 and 2’ (please see The National Curriculum page found via the Learning tab on the school website (
  • DfE (2017) ‘Statutory framework for the early years foundation stage’ (please see Early Years area found via the Learning tab on the school website (

This policy should be used in conjunction with all school policies, with particular reference to the following:

  • Acceptable Use Agreement
  • On-line Safety and Use of Digital Technology Policy
  • Data and E- Security Breach Prevention and Management Plan and Policy
  • Safegurading
  • Safer working with children in schools

The intent of the computing curriculum

At Berkswich CE Primary, we understand that a high-quality computing education is essential for children to understand modern information and communication technologies (ICT), and for them to use these skills to become responsible, competent, confident and creative participants of an increasingly digital world. At Berkswich CE we, have, therefore, created a curriculum which focuses on children learning to face new technology with eager confidence, recognising that errors are an inevitable part of the learning process.


The aim of Computing is to teach children how to use technology in a range of ways and to understand how to use these in a safe way. The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work, and how to put this knowledge to use through programming. Through our computer science lessons, we want pupils to develop creativity, resilience, problem-solving and critical thinking skills. We aim to ensure that all of our children become digitally literate and able to make informed choices in a digital world. The use of technology is now essential in many aspects of life and children need to be equipped with the knowledge and skills to embrace emerging technology and to use it efficiently. We aim to inspire pupils to continue to learn and apply the skills they learn at secondary school, university, and beyond in the workplace.


We ensure that all children understand how to use the internet safely and how to safeguard their own personal data when using websites and apps. We thread a curriculum supporting online and digital safety throughout every year, rather than just through separate events, keenly aware of the vital importance of keeping children safe and also preparing them to be kind, safe and responsible community members now and in the future.


Our computing planning is cumulative with a coherent progression of interconnected knowledge and skills, purposefully driving forward each child’s computational thinking. It is ambitious for all groups, including SEND. Greater depth opportunities are available for every learner to reflect our high expectations; indeed, challenge is relished in computing, providing opportunities for children to be tenacious and build independence and creativity.


The implementation of the computing curriculum


  • Meeting the aims of the national curriculum

Berkswich CE delivers a rich, broad and balanced computing curriculum, in line with national requirements, which aims to enable pupils to:

  • can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation (computer science)
  • can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems (computer science)
  •  can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems (information technology)
  • are responsible, competent, confident and creative users of information and communication technology (digital literacy)


  • Computing in the Early Years (EYFS)

In Nursery and Reception, all children are taught computing as an integral part of the learning covered during the academic year. All computing objectives within the EYFS are underpinned by the objectives of the early learning goals (ELGs). The computing curriculum in the EYFS is delivered with particular reference to the ELG02 and ELG15 – understanding and technology, which enables children to:

  • Children follow instructions involving several ideas or actions.
  • They answer ‘how’ and ‘why’ questions about their experiences
  • Children recognise that a range of technology is used in places such as homes and schools.
  • They select and use technology for particular purposes.


  • Pupils will be taught in  Key Stage One to:
  • Understand what algorithms are, and how they are implemented.
  • Create and debug simple programs.
  • Predict the behaviour of simple programs.
  • Create, organise, store, manipulate and retrieve digital content.
  • Recognise common uses of ICT beyond school.
  • Use technology safely and respectfully, keeping personal information private, and to identify where to go for help and support when they have concerns online.


Pupils will be taught in Key Stage Two to:


  • Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems, and solving problems.
  • Use sequence, selection, and repetition in programs.
  • Work with variables and various forms of input and output.
  • Explain how some simple algorithms work, and how they can detect and correct errors.
  • Understand computer networks, how they can provide multiple services, and the opportunities they offer for communication and collaboration.
  • Use search technologies, understand how results are selected and ranked, and be able to critically evaluate digital content.
  • Select, use and combine a variety of software on a range of devices to design and create programs, systems and content that accomplish specific goals.
  • Use technology safely, respectfully and responsibly, recognise acceptable behaviour and identify a range of ways to report online concerns.


Please see the school website ( to view our school overview.


  • Teacher subject knowledge

We do not follow a scheme; instead, the needs of our children are met through teaching discrete computer science lessons and by embedding digital literacy and information technology throughout other subjects. The support materials that have been chosen ensure that teachers have full access to expertise when planning; these can maintain the integrity of the computing curriculum.


Auditing staff skills and confidence annually will guide the computing lead in providing CPD and encouraging self-learning, which will enable teachers to be equipped with the necessary subject knowledge.


  • Learning sequence and repetition

Teaching of digital literacy and computing is largely delivered through cross-curricular subject links. The core requirements of the KS1 and KS2 computing programmes of study, such as coding/programming, will be delivered through dedicated weekly computer lessons.  A tinkering session may be used to introduce a new app or tool, giving the children opportunity to experiment and familiarise themselves with the different elements and tools before it can be applied in a more focused approach across the curriculum.


Teachers know their children’s prior learning, and are mindful of their own end points in relation to the expectations contained in subsequent years.


To ensure that pupils embed key concepts in the long-term memory, these are repeated within each year and throughout every year group. This repetitive approach means that children have opportunities to revisit, apply and extend what they have already covered to ensure that learning is both cumulative and permanent. We believe that this is the best way for children to develop the knowledge and skills needed for mastery of a subject.


Please see the school website ( to view our school overview of learning.


  • The language of computing

Teachers have high expectations of children to use discussion to further learning. Children are increasingly expected to give precise explanations, using technical and specialist terminology appropriately. Teachers model this practice, using the correct language within all learning. For example, the term algorithm is used to describe the needed to steps to follow a task.


  • Cultural capital

We recognise the importance of computing in this increasingly digital world, and the impact of maths on future carer choices and the country’s economy, we raise the aspirations of our children through the following:

  • involvement in STEM provision which connects with industry.
  • visits from high school teachers, parents and members of the wider community who have a particular investment in the subject.
  • the opportunity to develop their programming and coding skills through our Coding Club, where they are provided with the opportunity to work with a professional software developer.
  • learning which allows children to grow in awareness of future studying and roles which are firmly rooted in computing.

Please see the school website ( to view our school overview of wider experiences.


  • Greater Depth

Berkswich CE is ambitious for all pupils; challenge is a part of every child’s learning. We provide Greater Depth pupils with the opportunity to extend their computing thinking through planned opportunities to broaden and apply their learning within contexts of increasing complexity. Greater Depth pupils also benefit from providing peer support and having to problem solve and articulate their own understanding in order to encourage learning in others.


Roles and responsibilities

  • Governors

Berkswich CE Primary has a designated link governor who meets with the computing lead at least once a year to find out about:

    • progress towards whole school improvement priorities
    • the school’s systems for planning units, supporting staff and monitoring progress
    • the allocation, use and adequacy of resources
    • the attainment and progress of all children
    • the children’s experiences of computing and attitudes towards the subject


The curriculum governor will report back to the governing board.

  • The headteacher

Overall responsibility for monitoring the teaching of computing throughout the school lies with the headteacher who will support the subject lead in continuing to develop:

  • how computing should support, enrich and extend the curriculum
  • the provision and allocation of resources

The headteacher will also be responsible for overseeing the review of this policy with the subject leader.

  • The computing lead

The subject leader is responsible for:

  • preparing and reviewing policy documents, curriculum overviews and progressions for the subject which support the challenging demands of the national curriculum, the school’s curriculum intent and drivers, as well as the Berkswich CE Charter.
  • ensuring the continuity and progression from year group to year group and that learning is cumulative and ambitious.
  • keeping abreast of current thinking, research and policy changes which impact computing in school and helping to develop colleagues’ expertise in the subject by leading staff training and providing staff members with the appropriate professional development
  • liaising with the high school computing lead to ensure that provision is also tailored to the children’s needs when they move to their next school setting.
  • liaising with the named governor to report on progress and attainment in computing
  • monitoring the learning and teaching of computing, providing timely support for staff where necessary and ensuring that learning time is maximised.
  • carrying out audits of all computing-related resources and organising their effective deployment and the purchase of additional resources as necessary.  
  • advising on the contribution of computing to other curriculum areas, including cross-curricular and extra-curricular activities.
  • ensuring common standards are met for assessing children’s attainment and progress.
  • collating assessment data and setting new priorities for the development of computing in subsequent years.



  • Responsibilities of the teacher

The classroom teacher, in collaboration with the subject leader, will ensure that the needs of all children are met by:

  • acting in accordance with this policy.
  • instilling a love of the subject and the confidence in each child.
  • being ambitious for every learner, including SEND and other vulnerable groups.
  • aiming to develop technical proficiency and conceptual understanding in parallel.
  • taking responsibility to strengthen subject knowledge and seek support as necessary.
  • having a working understanding of the prior learning of children and the needs of subsequent years.
  • writing and constantly reviewing short-term plans, taking into account pupils’ needs and outcomes.
  • ensuring that planning is progressive and cumulative over the year and that it meets the wider curriculum intent for Berkswich CE.
  • providing opportunities for repetition to build long-term knowledge and skills.
  • guiding teaching assistants to ensure that pupils are effectively supported.
  • monitoring the progress of pupils in their class and reporting this on an annual basis to parents.
  • Reporting any concerns regarding the teaching of the subject to the subject leader or a member of the senior leadership team.


  • Responsibilities of The Special Educational Needs and Disabilities Coordinator (SENDCo)

The SENDCo is responsible for:

  • advising staff how best to support pupils’ needs.
  • organising and providing any necessary training for staff regarding the computing curriculum for pupils with special educational needs and disabilities (SEND).
  • advising staff on the inclusion of musical objectives in pupils’ individual education plans as necessary.
  • advising staff on the use of teaching assistants in order to meet pupils’ needs.

The impact of our computing curriculum

  • Assessment

Throughout the year, teachers will plan on-going assessment opportunities in order to gauge whether pupils have achieved the key learning objectives. Teachers constantly assess the children’s understanding, correcting misunderstandings. Teachers are responsive and alter planning accordingly to help children embed and use knowledge fluently and develop interconnected understanding rather than memorise isolated facts within a unit.  Formative assessment, which is carried out throughout the year, enables teachers to identify pupils’ understanding of subjects and inform their immediate lesson planning. Summative assessments may also be used at the end of a unit. Teachers will make a judgement about the learning of each pupil in relation to the national curriculum – the outcome of which will be recorded using OTrack (used by school to analyse and act on attainment and progress) and used to inform future planning.

The progress and development of pupils within the EYFS is assessed against the early learning goals outlined in the ‘Statutory framework for the early years foundation stage’. For further information about assessment in EYFS, please visit our Early Years area found via the Learning tab on our school website (

Assessment will be undertaken in various forms, including the following:

  • Talking to pupils and asking questions
  • Discussing pupils’ work with them
  • Assessing children’s written outcomes against the learning objectives
  • Pupils’ self-evaluation of their work
  • End of unit assessments

Parents will be informed about their child’s attainment in music during the Summer term every year. This will include information on pupils’ attitudes towards the subject. Verbal reports can be provided during informal meetings with parents throughout the year. The progress of pupils with SEND will be monitored by the SENDCo.


  • Where are we headed?

By the time children leave our school; they will be responsible, competent, confident and creative participants of an increasingly digital world.

This will be evident in our children through:

  • an understanding of how to design, write and debug programs.
  • being able to explain how some simple algorithms work, and how they can detect and correct errors.
  • an understanding of computer networks, how they can provide multiple services, and the opportunities they offer for communication and collaboration.
  • an understanding of how to select, use and combine a variety of software on a range of devices to design and create programs, systems and content that accomplish specific goals.
  • using technology safely, respectfully and responsibly, recognise acceptable behaviour and identify a range of ways to report online concerns.


  • Equal opportunities

All pupils will have equal access to the computing curriculum. Gender, learning ability, physical ability, ethnicity, linguistic ability and/or cultural circumstances will not impede pupils from accessing computing lessons. All efforts will be made to ensure that cultural and gender differences are positively reflected in lessons and the teaching materials used.

  • Policy Review

The computing policy is reviewed bi-annually or sooner if required. A named member of the governing body is briefed to oversee the teaching of music, and meets with the subject leader to review progress. Any changes made to this policy will be communicated to all teaching staff.