The use of information and communication technology is an integral part of the national curriculum and is a key skill for everyday life. Computers, tablets, programmable robots, digital and video cameras are a few of the tools that can be used to acquire, organise, store, manipulate, interpret, communicate and present information. We recognise that pupils are entitled to quality hardware and software and a structured and progressive approach to the learning of the skills needed to enable them to use it effectively.



At Holystone Primary, we aim to:

  • Provide a relevant, challenging and enjoyable computing curriculum for all pupils.
  • Meet the requirements of the national curriculum programmes of study for computing.
  • Use computing as a tool to enhance learning throughout the curriculum. 
  • To respond to new developments in technology.
  • To equip pupils with the confidence and capability to use computing throughout their later life.
  • To enhance learning in other areas of the curriculum using computing.
  • To develop the understanding of how to use computing safely and responsibly.


The National Curriculum

The national curriculum for computing aims to ensure that all pupils:

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



Early years:

It is important in the foundation stage to give children a broad, play-based experience of ICT in a range of contexts, including outdoor play. Early years learning environments should feature ICT scenarios based on experience in the real world, such as in role play. Children gain confidence, control and language skills through opportunities to explore using non-computer based resources such as metal detectors, controllable traffic lights and walkie-talkie sets. Recording devices can support children to develop their communication skills.


Key Stage 1 pupils should be taught to:

  • Understand what algorithms are, how they are implemented as programs on digital devices, and that programs execute by following a sequence of instructions.
  • Write and test simple programs.
  • Use logical reasoning to predict and computing the behaviour of simple programs.
  • Organise, store, manipulate and retrieve data in a range of digital formats.
  • Communicate safely and respectfully online, keeping personal information private, and recognise common uses of information technology beyond school.


Key Stage 2 pupils should be taught to:

  • Design and write 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; generate appropriate inputs and predicted outputs to test programs.
  • Use logical reasoning to explain how a simple algorithm works and to detect and correct errors in algorithms and programs.
  • Understand computer networks including the internet; how they can provide multiple services, such as the world-wide web; and the opportunities they offer for communication and collaboration.
  • Describe how internet search engines find and store data; use search engines effectively; be discerning in evaluating digital content; respect individuals and intellectual property; use technology responsibly, securely and safely.
  • Select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.



The school acknowledges the need to continually maintain, update and develop its resources and to make progress towards a consistent, compatible system by investing in resources that will effectively deliver the strands of the national curriculum and support the use of computing across the school. Teachers are required to inform the technician of any faults as soon as they are noticed. Resources, if not classroom based, are located in the main corridor, stored in specific trollies.



The school has bought into a Computing Scheme of Work recommended to deliver the new Computing National Curriculum. Teachers may follow this scheme scrupulously or may use it to support their own planning where they see fit. A minority of children will have particular teaching and learning requirements which go beyond the provision. This could include G&T children, those with SEN or those who have EAL. Teachers will take account of these requirements and plan, where necessary, to support individuals or groups of pupils to enable them to participate effectively in the curriculum.


Assessment and Tracking

Teachers regularly assess capability through observations and looking at completed work. Key objectives to be assessed are taken from the national curriculum to assess key computing skills each term. Assessing ICT and computing work is an integral part of teaching and learning and central to good practice. As assessment is part of the learning process it is essential that pupils are closely involved. Assessment can be broken down into:

Formative assessments which are carried out during and following activities and lessons. They provide pupils and teaching staff the opportunity to reflect on their learning in the context of the agreed success criteria. Computing work, when possible, is saved on the school network and passed to a pupil’s subsequent.


Summative assessment should be recorded for all pupils on Target Tracker as of the summer term, 2017. Teachers will use this system to record and track whether pupils are working below age related expectations, towards age related expectations, working within age related expectations or greater depth.


Monitoring and evaluation

The subject leader is responsible for monitoring the standard of the children’s work and the quality of teaching. The subject leader is also responsible for supporting colleagues in the teaching of computing, for being informed about current developments in the subject, and for providing a strategic lead and direction for the subject in the school.


Health and safety

  • See Online Safety Policy



  • See Online Safety Policy


Online Safety

  • See Online Safety Policy