Grindon Infant School

ICT Policy

Rationale and Aims

As well as being an important curriculum requirement, the ability to use IT effectively is a vital life skill.

At Grindon Infant School we interpret the term Information Communication Technology to include the use of any equipment, which allows users to communicate or manipulate information electronically.

We believe that Information Communication Technology (ICT) is central to the education of all children and we aim to give each pupil the opportunities to develop and apply their capability to the fullest degree.


We aim to:

ensure all staff and pupils are confident, competent and independent users of ICT

use ICT where appropriate to ensure pupils are motivated and inspired in all areas of the curriculum

develop pupils ability to use ICT appropriately and choose software suitable for a particular task

provide continuity and progression in ICT skills

meet the requirements of the National Curriculum as fully as possible and help all pupils achieve the highest possible standards of achievement

to ensure pupils are challenged in their use of ICT and are provided with exciting, creative ways in which to share their learning

to use ICT as a form of communication with parents, pupils and the wider community.


Objectives and Targets

Foundation Stage

Children will:

find out about and identify the uses of everyday technology and use information and communication technology and programmable toys to support their learning.

show an interest in ICT

become aware of technology in the environment

use programmable toys with support

begin to operate a range of simple technological equipment, including video cameras

be able to respond to simple computer programmes

follow instructions with supervision

begin to identify and relate the uses of everyday technology to the real world

learn how to operate simple controls on a computer - on, off, eject etc

learn how to control a computer mouse

explore different software packages

complete a simple computer programme

simple programming of technology

use ICT equipment to word process

demonstrate ICT skills to others.


Key Stage One

Pupils explore ICT and learn to use it confidently and with purpose to achieve specific outcomes. They start to use ICT to develop their ideas and record their creative work.

They become familiar with hardware and software. They use a wider range of ICT tools and information to support their work in other subjects.


Foundation Stage

Opportunities and Activities

Use within the classroom: cameras, video equipment, tape recorders, television, programmable toys.

Children are shown how to operate the equipment safely and carefully.

Use a till in role play, use of radio in home corner.

Drawing on computers.


Children use tape recorders/CD players with or without earphones - putting tapes/CD in themselves.

Children begin to use cameras/take photographs.

Supported work on the computer.

Use of ‘paint pot’ to paint a picture.

Learn to associate icons with comments.

Write name/draw picture using mouse.

Use maths programmes such as RM, Number Plane or Train.

Children learn to record using tape recorder and play back.

Use digital camera and demonstrate printing images from computer.

Adult makes video of children and plays it back.

Programme ‘Roamer’ to take invitations to different puppets.

Put house numbers in order and link to ‘Jolly Postman’ story.

Word-process own stories.

Computer paint programmes.


Key Stage One

Knowledge, skills and understanding

Finding things out

Pupils should be taught how to:

gather information from a variety of sources (for example, people, web, books, databases, CD-Roms, videos and TV)

enter and store information in a variety of forms (for example, storing information in a prepared database, saving work)

retrieve information that has been stored (for example, using a CD-ROM, loading saved work).


Developing ideas and making things happen

Pupils should be taught:

to use text, tables, images and sound to develop their ideas

how to select from and add to information they have retrieved for particular purposes

how to plan and give instructions to make things happen (for example, programming a floor turtle, placing instructions in the right order)

to try things out and explore what happens in real and imaginary situations (for example, trying out different colours on an image, using an adventure game or simulation).


Exchanging and sharing information

Pupils should be taught:

how to share their ideas by presenting information in a variety of forms (for example, text, images, table, sounds)

to present their completed work effectively (for example, for public display).


Reviewing, modifying and evaluating work as it progresses

Pupils should be taught:

how to review what they have done to help them develop their ideas

to describe the effects of their actions 

to talk about what they might change in future work.


Breadth of Study

During the key stage, pupils should be taught the knowledge, skills and understanding through:

working with a range of information to investigate the different ways it can be presented (for example, information about the sun presented as a poem, picture or sound pattern)

exploring a variety of ICT tools (for example, floor turtle, word processing software, adventure game)

talking about the uses of ICT inside and outside school).


Method and Approaches


ICT education is coordinated throughout the school by the ICT coordinator.



ICT will be taught by using teaching approaches that are appropriate to different learning styles.

as part of the National Curriculum and Foundation Stage

through planned, time-tabled lessons that are based on the National Curriculum

through spontaneous research/enquiry tasks

leading a group or class discussion about the benefits and limitations of ICT

collaborative writing and design work in groups


Equality of Opportunities

Teaching approaches that provide equality of opportunity include:

enabling the fullest possible participation of pupils with disabilities or particular medical needs in all subjects, offering positive role models and making provision, where necessary, to facilitate access or activities with appropriate support, aids of adaptations

ensuring that boys and girls are able to participate in the same curriculum and take into account the interests and concerns of boys and girls by using a range of activities and contexts for work.

Special Educational Needs

All pupils with SEN who are taught in a mainstream school have the same entitlement as other pupils with regards to ICT. Thus materials should take account of the abilities of these children and activities be appropriately set for them.


Access to ICT

A suite of 15 computers is available in the ICT room and they form a network of PCs.

A range of educational programmes, eg 2simple, Espresso, purple mash etc, have been installed on the school’s network.

All classes, including Reception, are time-tabled for a minimum of 1 hour per week in the ICT suite.

Parents are given home login details for Espresso for home access. 

Each classroom is also equipped with 3 work stations and an interactive whiteboard.


Health and Safety

When working with tools, equipment and materials in practical activities and in different environments, including those that are unfamiliar, pupils should be taught:

about hazards, risks and risk control

to recognise hazards, assess consequent risks and take steps to control the risks to themselves and others

to use information to assess the immediate and cumulative risks

to manage their environment to ensure the health and safety of themselves and others to explain the steps they take to control risks

Refer to E-Safety policy.



ICT will be assessed using formative assessment. Formative assessment will happen during ICT lessons and will be used to inform future planning. Medium Term Plans will be annotated to reflect this assessment. Differentiation in set tasks, as well as the outcome for pupils will enable the teacher to assess whether a pupil needs extra time to consolidate skills or whether the pupil is ready to acquire more.


Staff Training

Training needs are identified by individuals and also reflect the needs of the school.  


Reviewing the Policy

The policy will be reviewed every 4 years in line with school policy and presented to Governors for approval.


Internet Access Policy

Responsibility for the development and management of the Policy

Our Internet Access Policy has been developed by the Head Teacher and ICT coordinator after consultation with the staff. It has been agreed by the staff and approved by governors. 


The purpose of this policy

Staff and pupils need to be aware of the potential risks and their responsibilities in ensuring risks are kept to a minimum and are dealt with appropriately if they arise.

This policy ensures that everyone working in school is aware of their responsibilities in reducing these risks, both by helping pupils to become responsible users of the Internet but also in ensuring that incidents are dealt with quickly and consistently.


How does the Internet benefit education?

Resources and opportunities available via the Internet are essential in the process of raising educational standards, promoting pupil achievement, support the professional workplace, develop staff skills, and enhance management information and business administration systems. Other benefits for education include:

access to world-wide educational resources including museums and art galleries

educational and cultural exchanges between pupils world-wide

cultural, vocational, social and leisure use in libraries, clubs and at home

access to experts in many fields for pupils and staff

professional development for staff through access to national developments, educational materials and good curriculum practice

communication with support services, professional associations and colleagues

improved access to technical support including remote management of networks

exchange of curriculum and administration data with the LA and DfE.


How will pupils be taught to use the Internet?

Pupils will be taught what is acceptable and what is not acceptable and be given clear objectives for Internet use.

If staff or pupils discover unsuitable sites the URL (address) and content must be reported to the IT Help Desk and an Internet Incident report should be completed where applicable. 

Pupils should be aware that people posting information on the Internet usually have an interest in promoting a specific point of view.



Pupils may only use group email accounts on the school system when working with a member of staff.

Pupils must not reveal details of themselves or others, such as address or telephone number, or arrange to meet anyone in email communication.


Management of the school website 

The point of contact on the web site should be the school address, school email and telephone number. Staff or pupils’ home information will not be published.

Web site photographs that include pupils will be selected carefully and parents must give signed consent for children’s photos to be published.

The web site will be managed by the ICT coordinator and business manager who will take responsibility for ensuring quality and accuracy of all information.

The ICT Co-ordinator and School Business Manager will ensure that the site conforms to the Internet Access policy.

The copyright of all material must be held by the school, or be attributed to the owner where permission to reproduce has been obtained. 


Chat rooms, user groups and news services

Pupils will not be allowed access to public or unregulated chat or news rooms.


Considering access to new communications technologies

Emerging technologies will be examined for educational benefit and a risk assessment will be carried out before use in school is allowed.

Mobile phones will not be used during lessons or formal school time. 

The use of mobile phone and PDA cameras is expressively forbidden in school.

Parents, pupils and staff must all refrain from discussing the school, uploading photographs of/or related to the school on social media websites (including Facebook, Twitter etc.).


Dealing with incidents and managing filtering services

Some material available via the Internet is unsuitable for pupils. The school will take all reasonable precautions to ensure that users access only appropriate material. However, due to the international scale and linked nature of Internet content, it is not possible to guarantee that unsuitable material will never appear on a school computer. Neither the school nor the authority can accept liability for the material accessed, or any consequences of, Internet access.

The use of computer systems without permission or for inappropriate purposes could constitute a criminal offence under the Computer Misuse Act 1990.

The Head Teacher and ICT coordinator will ensure that the Internet policy is implemented and compliance with the policy monitored.


Introducing the policy to pupils

Rules for Internet access will be posted near all working areas that have access to network resources.

Pupils will be informed that Internet use will be monitored.

Instruction in responsible and safe use should precede Internet access.

School encourages children to use the staying safe guide.  Cyber bullying is not acceptable and pupils are asked to inform an adult if they feel uncomfortable and unsafe.


Consulting Staff

All staff must accept the terms of the ‘Responsible Internet Use’ statement before using any Internet resource in school.

All staff including teachers, supply staff and support staff, will be provided with the School Internet Policy: and its importance explained.

Staff should be aware that Internet traffic can be monitored and traced to the individual user.  Discretion and professional conduct is essential.

Staff training in safe and responsible Internet use and on the school Internet policy will be provided as required.



Responsibility for handling incidents will be delegated to a senior member of staff.

Any complaint about staff misuse must be referred to the Head Teacher.

As with drugs issues, there may be occasions when the police must be contacted. Early contact could be made to establish the legal position and discuss strategies.

Sanctions available include:

- interview or counselling by staff

- informing parents or carers

- removal of Internet or computer access for a period of time.


Mobile Phone Policy

Mobile phones are now part of everyday life. 

A mobile phone is any device that allows mobile communication.

Examples include:

Handheld Computers;


Personal Data Assistants;

Smart Phones;

Mobile Telephones;

Laptop Computers (with mobile cards).


Use of phones by staff

Staff are not to use mobile phones during teaching time. This ensures that there is a reduced risk of any digital images. This includes making and receiving calls, sending/receiving text messages and accessing the Internet from a mobile phone. Mobile phones must be locked in class filing cabinets and may be accessed in offices, staffrooms [ie where children have no access] during staff breaks.

Whenever possible, staff should use a land line to make calls for work related purposes.  If staff are out on trips or courses, the school mobile phone may be used for contacting school.


Use of phones by pupils

There is no reason for our children to bring mobile phones to school.


 Use of phones by parents

Parents/visitors are advised to switch off mobiles phones on entering the building school.  No parent/visitor may use a mobile phone to take photographs of children, without prior consent, to safeguard the welfare of all children and avoid data protection issues with regard to inappropriate capture, use or distribution of images.


Social Media

Parents, carers, staff, governors, visitors and pupils must all refrain from discussing the school, uploading photographs of/or related to the school on social media websites (including Facebook, Twitter etc.).


Camera/Video Phones

The use of mobile phones as digital cameras is expressly forbidden in school without prior agreement of both parents and school to safeguard the welfare of all children and avoid data protection issues.