In our school, we want our children to be independent and resilient in using technology by the end of Key Stage 2.

In Early Years, we focus on the computational thinking skills, linked to the Early Learning Goals.

In Key Stage 1 and Key Stage 2, we use Teach Computing to cover the strands computing systems and networks, creating media, programming, and data and information. Furthermore, we have programming units using Sphero Bolts embedded across each two year cycle.

For internet safety, we use Project Evolve resources across the entire school.



In Early Years, computational thinking is taught to match the Early Learning goals, sometimes using Barefoot Computing for suggestions of activities. The skills taught are reviewed by the EYFS class teacher each half term, to ensure coverage.

In Key Stage 1 and Key Stage 2, class teachers sometimes teach computing in blocks (e.g. over 2 consecutive days), or otherwise we teach weekly lessons. This varies from class to class, and the nature of the unit being taught. We make explicit links to other subjects where possible, and encourage use of technology in other subjects, for a variety of purposes, such as for presenting information in RE or CAD in DT. We encourage children to think about the pros and cons to using technology, such as when comparing digital writing to using pencil in the KS1 digital art unit.

Classroom teachers make adaptations to their teaching to ensure the inclusion of all children. For example, we ensure to give the children time to plan a program before they get going, to reduce the load on working memories. Furthermore, we focus on a diverse range of inspirational figures in computing, as outlined in the long term planning.

From Reception to Year 6, internet safety is also taught using a mixture of blocks, and weekly lessons, at each class teacher’s discretion. There is an additional focus on internet safety when particular issues arise or around specific occasions, such as Safer Internet Day. The PSHE long term plan also matches with Project Evolve modules where possible, since there are many links between the two subjects.



The impact is measured using pupil voice, lesson observations, staff questionnaires and discussions, including during staff meetings.