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Building Schools for the Future – ICT Output Specification
Building Schools for the Future
Managed ICT Infrastructure Service
Template Output Specification
This is a national exemplar which individual projects should customise to reflect local requirements
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Building Schools for the Future – ICT Output Specification
Introduction
1. This Output Specification for the ICT provision in BSF secondary schools should be part of an LEA-wide strategy for ICT which in turn should
be part of an LEA-wide strategy for secondary education. These strategies must be set out in the LEA’s Strategic Business Plan for BSF. The
LEA’s approach to ICT should be developed in accordance with the DfES vision for ICT in schools set out in “Fulfilling the Potential” (available
on the DfES website at www.dfes.gov.uk/ictinschools/) and the DfES e-learning strategy (details are available at
www.dfes.gov.uk/elearningstrategy).
2. The guiding principles which underpin the approach to ICT for the BSF programme are:
a. ICT provision should be area-based, integrating schools (e.g. across an entire LEA or LEP), and be scalable across the life of the BSF
programme. An ICT provision that is focussed on the provision of equipment on a school by school basis is unlikely to be value for
money or provide the basis for a transformational programme. The area-based solution will also enable effective integration of ICT
services into the wider community.
b. ICT provision should be seen in similar terms as public utilities by teaching staff, staff and pupils. From their perspective it should be
simple to use, and integral to the school environment – from the building design stage onwards.
c. ICT provision should be a viewed as a service that establishes the basis for the long term use of ICT.
d. ICT provision should be seen as an agent for change, enabling teaching staff and pupils to transform the way they work.
3. The ICT provision should support the work of the school and all those who use its facilities. It should be designed to enable its users to focus
on teaching and learning and not be diverted into inappropriate technology and system management issues. As such the scope does not
cover issues such as training for teaching staff in how to use ICT in their teaching and related pedagogy issues – these remain the
responsibility of LEAs and teaching staff. There are many ways in which the ICT provision can be instrumental in making schools more
efficient and effective – the most important being the improvement in educational attainment. Other ways in which ICT can impact on school
and LEA activities include:
a. Classrooms equipped with projectors and interactive whiteboards, where teaching staff have networked access to them from their own
computers, can increase the flexibility of the use of school accommodation.
b. An integrated network within and across schools can mean that computer systems, telephony systems, broadcast technology and
security systems can use the same cabling and wireless infrastructure reducing costs considerably.
c. The use of secure wireless networks can mean much less disruption in terms of cabling infrastructure installation, particularly in
refurbishment projects.
4. The ICT Provision is intended to be procured using conventional capital for the installation and revenue funding for the ongoing support. The
specification envisages two phases – an initial installation phase and an operational phase – using a renewable five year contract. Payment
for the installation will be made by milestone payments on the successful conclusion of the installation, and payment during the operational
phase will be made on an ongoing basis. In each phase, the intention is that some part of the payment will be at risk to performance of the
service.
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5. The specification is divided into four sections. Section 1 (Installation Requirements) is seen as the essential centrally funded component of all
BSF projects. Projects. Section 2 (Operational Requirements), Section 3 (Learning Environment Requirements) and Section 4 (Finance and
Management Requirements) are set out to assist LEAs define their wider requirements according to the availability of wider funding.
6. Because of the rapidly changing nature of technology, the recommended approach to procuring ICT services is to specify an affordability
ceiling and then negotiate about the quality of proposals, subject to a range of must-have requirements being satisfied. In the first instance,
essential level requirements are considered to be the standard necessary to establish the baseline service provided under the BSF
programme. BSF investment funding is intended to meet the requirements at this essential level. [Bidders are invited to submit innovative
solutions which seek to provide an enhanced level of provision. Local Authorities may provide additional funding to support an enhanced
managed ICT service where there is a clear cost benefit] [Projects will have to customise the detail of the output specification to reflect the
level of funding available]
Key Characteristics of ICT Provision
1. The five Key Characteristics of ICT Provision in the BSF programme are:
a. Holistic and extensible whole area-based service solutions (connecting all ICT equipment) that are used for the delivery of
software, the transmission of data (including text, graphics, video, voice), and for the provision of access from a single log-on to all
services including administration systems and LA corporate systems.
b. Appropriate ICT Equipment and software to enable teaching staff to use digital lesson preparation and delivery, both staff and
teaching staff to use online administration systems, and pupils to have access to ICT as and when the curriculum and their study
plans and needs demand.
c. Networked facilities to support education including baseline software tools (word-processing, spreadsheet, database, graphics,
image manipulation, email, internet access etc), access to video conferencing and broadcasting facilities, delivery of curriculum
software and learning materials – all within a secure and appropriately screened environment.
d. A maintained and supported ICT environment that delivers technology training, engineering support, ICT system management
facilities(including backup, disaster recovery and helpdesk services), changes, remote access, and security of both access and data.
e. Hosting and maintenance of learning environments (managed and virtual) that will provide the electronic management of the
learning process to support teaching and learning; the electronic management of administrative processes to support workforce
reform initiatives and enhance service delivery while offering best value.
2. These key characteristics should be used to inform the design and development of the ICT Provision.
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ICT Output Specification
Overview
Design and install an ICT provision that will support the delivery of the objectives of the Local Authority Strategy for ICT in education and related
curricular developments. The Service should consist of a networked infrastructure, with ongoing maintenance and support. The design and
installation plan for the ICT provision should be agreed and signed off with the Local Education Authority, and if the installation process takes
place when the school is open, it should minimise any disruption with the running of the school.
The design solution for the Service should:
Aim to optimise the integration of ICT with the proposed built environment.
Support the inclusion of learners with special educational needs. Obligations are set out in Education Act, and SEN Code of Practice.
Be flexible and able to accommodate future changes and developments in technology and the curriculum.
Propose technology that is mainstream (e.g. widely used across education and business sectors) and proven (e.g. fully beta tested and
commercially released. In the case of software with at least one update to the original release).
Consider how best to take account of legacy ICT services, equipment and software in the LEA and schools, and propose appropriate
protocols and methodologies for dealing with all legacy issues (and, if appropriate, disposal).
Ensure that during the period of the ICT contract the infrastructure is upgraded to at least current secondary school standards (as defined
by Becta) and propose an initial infrastructure which seeks to minimise the costs of future ICT contracts.
Deal with all Health and Safety issues regarding the Service, including how users will be informed of their responsibilities and liabilities.
Set out how the service provider will work with the LEA to update its Strategic Business Case on an ongoing basis.
The output specification comprises four sections:-
1. Installation Requirements
Design and install a Managed ICT Infrastructure Service for the BSF project schools and within each school that supports the delivery of the ICT
vision as detailed in the Strategic Business Case.
2. Operational Requirements
Provide a proactive and reactive maintenance function (including helpdesk) that will ensure availability of all hardware and network service
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3. Learning Environment Requirements
Host and maintain managed and virtual learning environments which meet the educational outcomes as detailed in section 3, and which following
an audit seek to integrate existing and planned ICT components that can be achieved on a cost effective basis.
4. Finance and Managements Requirements
Provide finance and management arrangements which will enhance the sustainability of the ICT managed service.
Detailed requirements follow below
Defined Terms
Term Definition
Service Means the ICT Managed Infrastructure Service, including any sub-contracted ICT services.
User Means any teacher, learner, other member of school staff or other accredited user who may use the Service
Teaching Space Means any place where classes happen, or learning takes place, including laboratories and libraries
Teacher Base Means a room or other place where teachers may work other than in a classroom.
Core School Time [Means Monday to Friday 08.00 to 18.00 during school term.]
Off-Peak Core School [Means Monday 00.00 to 08.00, and
Time Tuesday to Thursday 18.00 to 08.00 next day during school term, and
Friday 18.00 to 24.00, Saturday and Sunday during school term 06.00 to 24.00.]
Non-Core School Time [Means Saturday, Sunday during school term 00.00 to 06.00, and
All days outside school term, including half term breaks (starting at 24.00 on the last day of term, and finishing at 00.00
on the first day of term).]
Refresh Pool Means all laptops, desktops and peripherals for which the default lifespan will be four years.
ICT Room Means a teaching room dedicated to the use of ICT, capable of accommodating a minimum of 30 Users
ICT Cluster Means a group of equipment for 6 users, which can be established in a Teaching Space or Teacher Base.
Legacy Is used to describe any facilities that existed prior to the creation of the design and installation plan for a school.
Major Disaster Means an incident such as a school building being destroyed so that service provision is not possible on the site for a
significant period of time.
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Section 1: Installation Requirements
Ref Item and Description Essential Enhanced Notes
1.1 WAN • Prepare a design solution for the ICT service Prepare an area-based Local Authorities should set out
which serves the BSF area as defined by the server solution or other their approach to the deployment
LEA and [which can be expanded to include innovative solution which of networked resources. This can
other educational establishments and other offers cost effective solution be in ICT Rooms, or ICT Clusters,
LA operated facilities] to the LEA. or individual workstations. An
area-based server solution can
often be much more cost-
effective.
• Prepare a design solution for the ICT service
LAN which aims to optimise integration with the This specification assumes
Provide a local area proposed built environment, supports the Innovative ways of using both broadband connectivity which is
network infrastructure in inclusion policies of the LEA and is able to fixed and wireless technology provided by Regional Broadband
each school with accommodate future changes in technology might be considered, Consortia or LA– but the LAN
servers and access and the curriculum. including how the infrastructure must be linked to
points [fixed and/or • The LAN infrastructure should: effectiveness of the the broadband service by the
wireless]. o Connect all ICT equipment in the school, deployment of wireless and provider.
and link to other schools and LEA sites. fixed technologies can be
o Provide access to all networked services maximised and future-proofed .
(including email. internet access, across the school and the
Quality Standard
educational and other services) using a extent to which wireless
Establishment of a single log-on (preferably from anywhere in technology is introduced to
WAN and LAN the school estate). support the effective
infrastructure that o Interface to Local Authority or other operation of the school within
facilitates a completely corporate networks and systems the LEA, and possibly across
“joined-up” approach to necessary to maintain any such LEAs).
the use of ICT in, and connectivity previously available.
across, schools. o Incorporate a LAN-based telephony
service with handsets, using voice-over-IP
technology.
o Provide facilities for remote access by
authorised users.
o Use state of the art firewall and virus
prevention software
o Use cache technology as appropriate to
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Ref Item and Description Essential Enhanced Notes
bring major speed benefits in a school
environment.
1.2 User equipment • Teacher Toolkits consisting of: In the future, users may wish Local Authorities should address
(a) Personal laptops (or tablet PC) for every to bring their access devices charging and storage issues in
Provide user equipment
teacher that can access the school to school and access the their specification if they wish to
and software.
network (both in school and remotely), facilities of the network in a use laptops and/or tablets.
capable of supporting multimedia controlled and secure way.
presentations (e.g. music, pictures, video) Consideration should be given to
Quality Standard through (wireless) network connectivity to how and when ICT should be
Sufficient equipment whiteboards and projectors; refreshed. Funding for refresh
and facilities to enable a (b) Networked data projectors and/or should be earmarked where this
step-change in the use electronic whiteboards in every teaching is required during the period of
of ICT in education. space; and the contract. Initial infrastructure
(c) access to e-learning servers to access solutions should consider how
learning materials. costs of subsequent ICT contracts
• Desktop workstations and/or laptops for use can be minimised.
by learners and other users. DfES guidance
on the ratio of equipment to learners (currently
1:4) should be followed, though innovative
ways of linking learning with ICT can enable
virtual ratios of 1:1 to be achieved (i.e.
learners and other users have access
whenever they need it).
• Baseline software configuration for users
including operating system, email client, web-
browsing, web-creation, word processing,
presentation, spreadsheet, database, image
manipulation, SEN tools, music, video,
graphics design, plug-ins and viewers.
• Printers and peripherals to support the
operation of the school (according to local
choice at school level).
• A register of all equipment should be
maintained.
• Technology refresh recommendations and
management arrangements.
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Ref Item and Description Essential Enhanced Notes
1.3 Network Services • Facilities for User Account Management - to • Consideration should be Local Authorities are advised to
enable nominated teachers and other staff to given to a managed pay particular attention to how
Provide network
enter, maintain and delete user access open-architecture networked services meet their
services (inc system
accounts and related access permissions curriculum software curriculum needs.
management facilities
for use by teachers and Email - each user should have a secure hosting service to deliver
personal mailbox accessible 24/7 in school curriculum software as Video Conferencing technology
staff).
and elsewhere. There should be a filtering directed by teachers with supports the creation of
service that can be configured and managed an electronic guide for connected learning communities.
at school level. teachers, library It can be used not only for
Quality Standard • Backup - a backup facility so that backups can management facilities, a external use, but also remote
Acceptable installation be taken at agreed intervals and critical times. repository for lesson viewing of internal events or
of services. Support for disaster recovery planning. content/ documentation, lectures.
• Internet - a secure internet service with and an interactive online
filtering facilities that can be configured and forum for teachers to log
managed by each school. their expertise, to take
• Curriculum software servers. part in information
• Broadcast technologies and transmission for exchange and participate
inter-school communication, wider in software evaluation.
communication and for remote delivery of • More sophisticated
lessons. internet and email
• Telephony systems within and across services could be
schools. provided, with greater
• Reporting facilities – to enable teachers and caching and filtering
staff to obtain reports on the operation of the facilities, as well as the
ICT service. development of a wider
• Smartcards- to enable a cashless school and community-based ISP
electronic registration. service that could raise
• School security systems- which could include revenue.
video entry systems and CCTV • An area based repository
of curriculum software
could share facilities
across schools.
• Video studio facilities may
also be made
commercially available to
local businesses and for
family link-ups across the
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Ref Item and Description Essential Enhanced Notes
world.
1.4 Initial Training Induction training for teachers and staff A learning laboratory or Local Authorities should ensure
Provide initial • Differentiated training for varying ICT skills classroom simulator could be that training is carried out by
levels developed to help teachers appropriate staff with expertise to
technology training for
teachers and school • Training in operating peripherals transform their approach to deliver training in context.
using ICT in their preparation,
staff.
delivery and admin of
education.
Quality Standard
Delivery of training so
that teachers and staff
are able to understand
and use the technology.
1.5 Legacy Hardware The LEP should propose procedures that can be The LEP may wish to Options for redeploying
Integration agreed with each school so that any legacy consider how to make best equipment to primary schools
hardware can be tested for possible integration, use of any legacy equipment. might be explored by Local
Integrate any and issues about suitability/ security etc resolved. Authorities.
appropriate Legacy Due to the rapid change cycle in technology,
Hardware within a much legacy hardware will not have the capacity
school. to provide an effective service.
1.6 Legacy Software The LEP should propose procedures that can be The LEP might propose other
Integration agreed with each school so that legacy software ways in which legacy
can be tested and decisions made about possible software might be used.
Integrate any integration.
appropriate Legacy
Software within a school (Much legacy curriculum software will be delivered
through the Curriculum Software Hosting Service.)
1.7 Legacy School • The incorporation of access to existing school The LEP may wish to take a
Administration administration systems, where these are not broader view of providing
being replaced and where the systems can school administration
Incorporate any existing function without impairing the network. This systems, possibly in
School Administration covers issues relating to interfaces, conjunction with other LEPs.
systems into the school equipment, and equipment maintenance.
network.
• The LEP helpdesk should manage any
software and user issues that require to be
passed to the software supplier (2nd level
help).
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Section 2 Operational Requirements
Ref Item and Description Essential Enhanced Notes
2.1 Training • The LEP should be Training can be customised to Local Authorities will have to
Provide training in first level responsible for training ICT meet local needs, and avoid identify the level of first line ICT
servicing of printers and other authorised school staff - one overlap with LEA training authorised staff required in
peripherals (e.g. change staff member for every 200 opportunities. schools. This would be a mix of
cartridges). The training should pupils - to undertake routine technician and professional
be tailored to meet individual activities to include minor The LEP may want to explore support.
school requirements. maintenance, first line staff innovative ways of delivering
support and relocation of and supporting the training. The length of training
equipment. This should. programme should reflect local
• Schools should be trained to needs (e.g. 5 days)
disseminate information as
required.
• An initial training programme
for ICT authorised staff as
schools join the BSF
programme followed by an
agreed training programme
(for example 1 day per school
term).
• Through an SLA the LEP
should demonstrate that staff
will have the skills to support
all available equipment
2.2 Ongoing Training The LEP should provide The LEP should explore the Local Authorities should ensure
Provide ongoing and refresher infrastructure training, which provision of customised training that training is carried out by
training for Users of the Service should be provided in the two and should agree performance appropriate staff with expertise
weeks following granting of User indicators with the LEA. to deliver training in context.
(See 1.4 for Initial training as access for new users. This should
part of installation) include: This training could be extended
o induction training to include curriculum and
o differentiated training for professional development.
varying ICT skills levels
o operating peripherals
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Ref Item and Description Essential Enhanced Notes
2.3 Changes to the Service Ongoing monitoring by the LEP of The LEP might explore how Local Authorities will want to
Support the ongoing delivery of service delivery to ensure it this can incorporate customer ensure that changes are
the SBC and ICT Strategy by contributes as specified to the satisfaction. beneficial or at minimum, cost-
proposing changes to the achievement of the Local neutral.
Service Authority’s education and
business strategy.
This will include:
o supporting plans
o proposals for modifying
existing services.
o proposals for new
services and forecast
requirements.
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Ref Item and Description Essential Enhanced Notes
2.4 Helpdesk • Accessed by nominated The LEP should might consider The Local Authority should
Provide a first level helpdesk teachers and staff, the how the helpdesk service could consider how it wants reporting
service helpdesk will manage be enhanced, and how the SLA from the helpdesk (e.g. weekly,
resolution of all incidents could improve on current monthly).
including those passed to practice.
third-party second level It will want the help desk to be
helpdesks. fully operational before the first
• Helpdesk must be available full implementation installation.
during School Hours, and a
voicemail/email service
should be available at all
other times for Users to report
incidents.
• Helpdesk staff should be
familiar with school use of ICT
and able to relate to teachers
timetabling and curriculum
needs.
• A full Service Level
Agreement should be
developed which will include
non-negotiable operating
parameters and response
times as well as local
variations.
2.5 Maintenance This should provide both The LEP might want to explore The Local Authority should
Provide a maintenance and preventative and reactive how this requirement could be require full functionality of all
engineering service for all ICT maintenance to ensure full achieved by over provision so equipment, services and access
equipment. functionality of all equipment, as to ensure that the core level to resources at all times.
services and access to resources of provision is always available.
within agreed time constraints.
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Ref Item and Description Essential Enhanced Notes
2.6 Anywhere Access • Provide 7/24/365 internet The LEP might want to The management of
Provide a Remote Access based access to an agreed consider how this service might security/passwords will require
Service proportion of digital resources be made more widely available to be identified by the Local
according to User profile: or provided in different ways to Authority and the LEP (See
o Teachers the wider community. 2.10) and avoid the use of
o Other Staff multiple passwords.
o Pupils
o Other Learners There are likely to be issues
o Guest. around contact, supervision and
• The LEP should provide child protection that will need to
information on access for be addressed by the Local
inclusion in Local Authority Authority.
and school communications
with stakeholders.
• The service will be available
to the school community from
all agreed locations including
home use.
2.7 Backup • The LEP should provide a The LEP might want to explore Local Authorities should
Provide a daily data backup back up facility for each ways of delivering an automatic develop a full risk management
facility project site. backup service, and provide plan that will allow for
• Periodic confirmation to the improved standards to those in catastrophic failure (see 2.9).
Local Authority of the the Becta guidance.
efficiency of the backup
facilities.
• The backup service to reflect
guidance provided to schools
by Becta including recovery
from off site resource/backup
taken at agreed critical times
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Ref Item and Description Essential Enhanced Notes
2.8 Disaster recovery • Develop and update a The LEP might consider how to The LEA should ensure that the
Provide a Disaster Recovery contingency plan for all sites, provide a more comprehensive LEP’s contingency plan should
facility so that the Service can be both Local Authority and LEP. disaster recovery plan, or include both ICT disaster and
fully restored within 7 days of a • The plan should include provide for disaster recovery in buildings disaster.
major disaster. disaster recovery of software innovative ways.
and hardware (including
servers and other mission
critical equipment and
applications) within a
timeframe of 7 days
• The contingency plans should
be reviewed annually and
within 5 days of any major
disaster.
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Ref Item and Description Essential Enhanced Notes
2.9 Virus Protection • This should at minimum The LEP might want to explore
protect against virus, worm ways of providing enhanced
Provide protection against
and Trojan infestation, and protection with quicker
viruses and other offensive
protect against other forms of updates.
mechanisms.
virus or security breaches.
• Zero tolerance for a known
virus but an agreed procedure
for responding to an unknown
virus. Virus protection
systems should be no more
than 12 hours behind
manufacturers’ latest
definitions.
• This also includes
responsibility to apply
updates and patches to
operating systems and
management software
• Also included should be:
o An agreed procedure for
informing users
o Periodic confirmation that
the system is free from
viruses
2.10 User Account • The LEP should propose and The LEP might want to Local Authorities should ensure
Management provide agreed procedures to consider how it can improve on that time constraints should be
Provide User account safeguard the integrity of the the one hour target and agreed to ensure an efficient
management facilities to enable service. manage user accounts for the operation of this by the LEP.
nominated teachers and other • Teachers should have rights wider community.
staff to enter, maintain and to control key user privileges.
delete User Access Accounts • User accounts should be
and related access permission. replicated across all systems
without manual interventions.
• User rights should be able to
be modified within one hour
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Ref Item and Description Essential Enhanced Notes
2.11 Change Control • The LEP should ensure that a The LEP might want to Local Authorities should ensure
Provide and manage a Change manageable and quick consider how it will provide an that some level of ongoing
Control service. Change Control procedure is enhanced Change Control change control (i.e. allowance
developed and operated to procedure, and provide online for a certain level of
support changes to the access to network configuration changes) is
service, such as movement of management systems, included in their SLA, so as to
equipment and introduction of configuration records and other minimise the cost of ongoing
new equipment and software. facilities. changes.
• The change control procedure
should be capable of being
invoked by the LEA or by the
LEP.
• The LEP should maintain all
system records and updates
to the configuration of the
school system.
2.12 Security • The LEP should provide and The LEP might want to explore
Ensure ongoing security and operate procedures to how security can be provide in
privacy of data. maintain the security and innovative or more cost-
privacy of data stored. effective ways.
• Firewalls and other security
systems are essential.
• This will includes adherence
to data protection legislation.
2.13 Reports The LEP should provide a formal The LEP might propose novel A mechanism should be agreed
Provide reports on the operation report to the Local Authority on reporting and data mining for the Local Authority to sign-
of the Service. the efficiency/effectiveness and solutions. off reports.
rectification of its service delivery.
Quarterly and annual factual
reports should be produced.
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Section 3 Learning Environment Requirements
This should be clarified through the bid process.
Ref Item and Description Essential Enhanced Notes
3.1 Learning Environments • The LEP should provide a The LEP might consider how it This requires an audit of current
Host a managed learning hosting service and systems can provide an enhanced and planned developments of
environment including a virtual architecture that meets the service. learning environments within
learning environment. following requirement. the LEA and the BSF schools. It
• This service to include: is anticipated that bidders will
MLE is the electronic management o Student tracking seek to incorporate these into
of learning processes to support o On-line assessments and their solution so as to provide
teaching and learning. VLE is the assignments
components that support the o E-learning
participation of on-line interactions, o Digital support for
including on-line learning. teachers electronic
toolkits (whiteboards)
o Facilitate connected
learning communities
o Interface to MIS system
o Provides an intelligent
interface to match
preferred learning styles
to suitable content
o Full meta tagging of data
o Scorm standards
o Resource creation tools
o Drop in learning
resources
o Evaluation of learning
activities
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Ref Item and Description Essential Enhanced Notes
3.2 Virtual workspace • The LEP should provide the Users should be able to use This will require frequent
Maintain and operate a virtual service as required. their own laptops at school updating to reflect curriculum
workspace for every • Evidence should be available within an approval process change and technological
pupil/learner/user 24*7*365. Users that the LEP undertakes which ensures the integrity of innovation.
should be able to personalise their periodic reviews of available the network
workspace technologies Virtual workspace may be
• Service available to all defined to clone home directory
Utilise the best available web and specified locations including to an accessible location which
content technologies to support home access to agreed can be accessed over the
teaching staff and digital content. internet.
engage/motivate learners.
3.3 School Admin Software The LEP should provide software The LEP might consider how it Local Authorities should be
• Provide, install and support that meets the specified needs of can link admin software to encouraged at this point to re-
school administration software the Local Authority and its security systems and provide examine their school
that includes facilities to schools. links to any managed learning administration solution.
handle: pupil information and environments and results
attendance records services used by the school.
• admission information
• SEN coordination
• Examinations, Assessments
• Pupil curriculum choices
• Curriculum modelling and
planning
• Timetabling
• Financial Management (inc
budgets, purchases, payroll
etc)
• Staff Records
• Reporting and data analysis
Also to include training for users of
admin software
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Ref Item and Description Essential Enhanced Notes
3.4 Service/system Info (MIS) Provide a service during the Core The LEP might consider This would include retaining
Provide Service/system School Day. extending the service to include ongoing work, communication
information to assist users to out of school hours support. with teachers/mentors.
access the system and personal
workspace including necessary
security
This relates to the operation of the
service, not support for learning.
Provide induction training and
helpdesk support.
3.5 Feedback (Assessment The LEP should provide the The LEP might consider On-line assessments include
data) service as required. developing tools that provide prevailing National tests should
comparative analysis. where possible should be
Provide feedback to learners and The service should aim to reduce available.
teachers/mentors and school the workload for teaching staff
management. and minimise the need for formal Comparative information should
assessment. be available to school/LEA
This includes progression through management.
learning pathways, assignments
and comparative assessments of
individual and group attainment
levels.
The service should provide
learners with feedback on their
learning profiles.
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Ref Item and Description Essential Enhanced Notes
3.6 Other Learning Resources The LEP should provide the By monitoring learning More learning should be
service as required, including a outcomes, the LEP may be achieved in a shorter time
Deliver a wide range of learning
service for the procurement of able to advise LEA on an
resources, including digital
enhanced resources. enhanced range of learning
curriculum materials, on-line
resources
mentors, video conferencing and
e-learning activities.
The service will secure a
broadening, enhancement and
increased relevance of the
curriculum experience.
3.7 Enhance Direct Teaching Provide a service that supports Provide a managed learning Materials would include
teaching staff in the effective use environment that provides the commercial, curriculum on-line,
Providing digital content to
of a teacher’s toolkit. platform to facilitate teaching teacher produced content etc.
facilitate the use of the teacher’s
staff in a school and across an
toolkit.
LEA to collaborate in the
production and sharing of multi
Provide access to a range of multi-
media teaching materials.
media materials for incorporation
into direct teaching methodologies.
3.8 Profiling The LEP should provide the The LEP might consider Required to support:
required service as required extending the service to include Attitudes to learning
The MLE/VLE should be able to
during Core School Hours. out of schools hours use Self-directed learning
profile pupils and learners needs
as they use the environment, SEN
assess aspects of the preferred Gifted and talented
learning style of the individual and pupils
locate suitable content matching
those needs.
The service will provide an
intelligent interface between
learner and content so as to adjust
to preferred learning styles.
Ensure locating suitable content to
reflect preferred learning profiles.
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Ref Item and Description Essential Enhanced Notes
3.9 E-learning techniques Support the production of a The LEP might consider how it Local Authorities will need to
specified element of e-learning can provide an enhanced level consider what IPR issues are
Facilitate development of E-
content of e-learning content. raised and how these will be
learning techniques to support
resolved.
teachers/mentors in the production
of e-learning content.
An increased amount of
teacher/mentor produced learning
content using a wide range of
digital teaching technologies
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Section 4: Finance and Management Requirements
Ref Item and Description Essential Enhanced Notes
4.1 Strategic Business Case • The LEP, after evaluating the The LEP should demonstrate Continuous improvement
Contribute as required to the previous year’s performance that it has effectively monitored should include revised targets
annual updating of the Strategic and monitoring best practice, the effectiveness of its ICT for pupil attainment, attendance
Business Case (SBC) and should participate actively service and is aware of good etc. and budget provision is
associated review of the Local with the Local Authority to practice, leading to an made for research and
Authority Strategy for ICT in update the SBC for the next improved SBC development.
Education (ICT Strategy) phase of investment.
Updating the SBC should
reflect:
o continuous improvement
o technological innovations
o lessons from ICT
pathfinders
o curriculum change
o educational policy
developments
o the Local Authority’s ICT
strategy other relevant
Local Authority policies
such as pupil motivation
o opportunities presented
by emerging technologies
o learning practice
development
o community engagement
4.2 Local Choice Fund • The local choice fund should The LEP may wish to have a There is great merit in having
be equivalent to a maximum different level of local choice standard offerings from
Provide a Local Choice Fund to
of 10% of the total installation fund, provided that other suppliers focussed on the
be used by the school to obtain
cost (or a maximum of 20% of essential requirements are met. schools market. The LEP may
equipment, peripherals and
the user equipment and wish to explore opportunities
software of its choice.
baseline software cost with other LEPs.
This will include furniture
necessary for the operation of the
equipment or peripherals.
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Ref Item and Description Essential Enhanced Notes
4.3 Refresh fund • The LEP should provide a The LEP might explore ways of • The Local Authority should
Provide a Refresh Fund that will procedure for managing the providing an enhanced refresh ensure that its contractual
be a sinking fund sized on the Refresh Fund, and for service, or providing equipment arrangements give it full
basis of today’s prices for implementing refresh activity. and software involvement in refresh
replacing all equipment included • Refresh will cover a defined decisions.
in the refresh pool. The Refresh set of equipment and • The LEA should ensure
Fund may also cover the cost of software as appropriate. that the refresh fund should
software updates if these are not • The LEP should maintain a be of sufficient value to
included in the original pricing. register of all equipment provide a sustainable
together with a refresh refresh at current
recommendation. equipment ratios.
Equipment in the refresh pool • The LEP should make • The refresh fund can be
to be refreshed at the point of available to the Local established as party of the
refresh according to decisions Authority all details in relation initial capital funding
made by the school at that to the management of the allocation, from a
time. refresh fund. subsequent capital funding
allocation, or from regular
payments included in the
ongoing unitary charge for
operation.
4.4 Health and Safety The LEP will be responsible for all
Health and Safety issues
All equipment, cabling and
regarding the Service, including
installations should comply with
informing users of their
relevant Health and Safety
responsibilities and liabilities.
legislation.
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