ICT Mark - Self Review Framework

a1dcb7dc-702d-47b6-b6d9-97b1137ce3a3.xls Elgar Technology College 'Proud' www.elgar.worcs.sch.uk ICT Mark Self Review Framework I.C.T Mark Self Review Framework Created by Mr S Groutage Co-ordinator of E-Learning Page 1 Self Review Framework a1dcb7dc-702d-47b6-b6d9-97b1137ce3a3.xls ICT Mark The ICT Mark is a nationally recognised accreditation scheme which gives schools recognition for their achievements in reaching a standard of maturity in their use of technology. Benefits of ICT Mark accreditation Schools accredited with the ICT Mark standard are demonstrating that they are committed to using technology to improve their overall effectiveness and efficiency. What the ICT Mark can do for your school? Applying for ICT Mark assessment and achieving accreditation can offer your school a number of benefits: • Provides an opportunity to celebrate success • Verifies your own self-review judgements • Recognises whole school improvement • Provides an opportunity to be seen as centre of excellence • Tells suppliers that you are an informed customer • Provides you with credibility for hosting visits and providing services • Provides an opportunity for learners to celebrate their use of ICT • Gives parents confidence that technology is being used effectively • Informs parents that you offer better communication to families and homes • Informs other schools and organisations that you are a potential partner for extending opportunities for learning through technology • Raises public recognition of good practice in the use of ICT • Strengthens your bids for involvement in new initiatives • Recognises your commitment to self-review and evaluation • Recognises your commitment and hard work • Includes promotional material and guidance on how to use the ICT Mark to promote your school. Page 2 Self Review Framework a1dcb7dc-702d-47b6-b6d9-97b1137ce3a3.xls Self-review framework The self-review framework is an online tool which enables schools to assess and benchmark their use of ICT across all their activities. It enables schools to identify where they are, and shows the practical steps they can take to improve their ICT use to benefit the organisation. In many areas, it complements the work schools currently undertake for Ofsted’s Self Evaluation Framework. The self-review framework comprises eight elements; these elements cover the whole development of ICT across the school and enables the organisation to assess itself against the following elements: 1. Leadership and Management 2. Curriculum 3. Learning and Teaching 4. Assessment 5. Professional Development 6. Extending Opportunities for Learning 7. Resources 8. Impact on Pupil Outcomes Page 3 Self Review Framework Strand Action Evidence Achieved Staff Date Monitored 1 Leadership and Management Overview Created by Becta and the National College for School Leadership. This element will support and challenge your school to: • develop and communicate a shared vision for ICT • plan a sustainable ICT strategy across the whole school 1a The vision for ICT Overview of this strand This strand reflects the importance of having a comprehensive vision for ICT and one that involves the Senior Management Team. Schools that make effective use of ICT ensure that the vision is owned and understood by all staff, and endeavour to engage other stakeholders including governors, parents, community groups and other partners. An effective vision should support and enhance the school’s aims in terms of learning, teaching, management and administration. However, visions are not static and need to be reviewed and updated in the light of developments in technology, practice and national policy. What evidence could the school use? The evidence for this strand may be drawn from any or all of the following: • The expressed aims of the school. • The expressed vision for ICT (written or verbal) and any revisions. • Discussions with staff and others to identify their understanding and ownership of the ICT vision and their roles in creating and reviewing that vision. • Processes for review of the vision, including previous vision statements. • Governors’ and other meeting minutes. • Communications beyond the school to identify the understanding and sharing of the vision for ICT. • Formal and informal discussions with pupils. 1a-1 The vision Does the school have a clear vision for ICT that includes all members of the school community? Is the vision more focused on pupils‟ experiences in learning and teaching or the technology and resources? Does the vision include wider issues such as management and administration? Is the ICT vision linked to the school‟s wider aims and aspirations? 1a-2 Development and ownership of the vision Who has been involved in the development of the school's ICT vision? How widely is the vision understood and embraced? Is the ICT vision well expressed and recorded so that everyone can access and understand it? Has the school considered if and how pupils and/or other stakeholders have been involved? Has the school considered aspects of green and financial sustainability? 1a-3 Reviewing the vision Is the vision kept under review? Is it informed by an understanding of emerging technologies and educational practice? Do the outcomes of the school‟s own evaluation contribute to the review? Has the school taken account of the views of pupils, staff, parents/carers and other stakeholders? In keeping up to date, has the school sought advice, guidance and information from outside – for example, other schools, Local Authority, other individuals and agencies? 1b A strategy to achieve the ICT vision Overview of this strand This strand looks at the most effective practice and ensures that there is a strategy that sets out priorities for realising the ICT vision and that this is integral to whole-school planning and takes account of the school’s current stage of development. A distinction is made between strategic and operational leadership so that the school focuses on both overall planning and day-to-day delivery. The strand stresses the importance of careful financial planning which takes account of all related costs and the impact on outcomes. The need for effective planning for long-term sustainability is also highlighted. What evidence could the school use? The evidence for this strand may be drawn from any or all of the following: • The school’s ICT strategy and other development/improvement plans. • Documented priorities for ICT development within whole-school planning. • Discussions with leaders at varying levels across the school. • Minutes of governors’, staff, subject or phase meetings, and ICT working groups. • The expressed vision for ICT. • Discussions with staff to identify the scope of the strategy and their understanding of the priorities. • ICT budget plans and processes. • Documentation and/or planning related to sustainability. • Staffing and leadership structures, job descriptions and other documentation related to strategic and operational leadership. • Professional development policy and records. 1b-1 Strategic leadership Where does the responsibility for strategic leadership lie and how was this decided? To what extent are the headteacher and senior leadership of the school actively engaged in the strategy for all aspects of ICT? What is the involvement of the governors? How is the leadership team kept up to date on national policies and new strategies? 1b-2 Operational leadership Who has responsibility for operational leadership of ICT? How well is ICT co-ordinated across the whole school? Are those with this responsibility enabled and supported by strategic leaders? Are individuals clear about their roles and responsibilities and to whom they are accountable? 1b-3 A strategy to achieve the vision Is there a clearly defined ICT strategy? Does it set out clear priorities for action which drive the more detailed planning? Does the strategy take account of all of the inter-dependent elements that directly impinge on its success – curriculum planning, staffing, staff development, management and administration rather than just resources? Will the strategy enable the school to achieve its vision? 1b-4 Budgetary effectiveness for ICT Is there is an ICT budget which is clearly defined and well planned? Is there an awareness of the total cost of ownership, including for example, digital educational content, technical support and maintenance, staff development and replacement costs? How does the school evaluate the quality and value of existing ICT services? Does the school make links between its expenditure on ICT and improvements in learning, teaching and pupil outcomes? How do the findings of such reviews influence future budgetary provision and planning? 1b-5 Sustainability of ICT provision Does the ICT strategy take a long-term view of ICT which includes current and future needs and technologies? Does it address the need for continuity and financial sustainability, for example, to maintain and develop resource levels, staff expertise and curriculum provision in the longer term? Is there a broader view of sustainability, for example when there are changes of personnel including leadership, issues relating to green sustainability? 1c The use of ICT to improve organisational effectiveness and efficiency Overview of this strand This strand looks at the effectiveness of the use of management information systems, performance data and the use of ICT to improve communications. It also focuses on the secure, safe and legal use of ICT and how ICT is used to improve working practices. In the best practice leadership strategically promotes and supports the use of ICT to improve organisational efficiency across a range of activity. What evidence could the school use? The evidence for this strand will be drawn from any or all of the following: • Discussions with a range of staff carrying out different roles. • Scrutiny of teachers’ planning, assessment records and databases, and school reports. • Scrutiny of different forms of electronic communications such as email, website, online communities between home and school and the wider community. • Review of any plans and proposals generated by school change teams formed to support and implement internal remodelling and workforce reform measures. • Policies on e-safety or acceptable use. • Data Protection and Freedom of Information policies and guidance for staff. • Electronically held performance data and evidence of the analysis of such data. • Logs relating to risk and e-safety, data protection or Freedom of Information. • Governors' reports/minutes. 1c-1 Use of management information systems To what extent are the school‟s ICT systems integrated ensuring data is only entered once and is available for different uses and users? How are the schools administration and curriculum networks integrated? How does the school make efficient use of ICT for management, are the ICT systems planned and co-ordinated? How do ICT systems enable resources and data to be shared by staff,? How are ICT systems made easily accessible to appropriate staff when needed? How do ICT systems enable new, „smarter‟ ways of working or simply replicate existing manual processes? What is the impact of ICT on the management of the school? Is the use of ICT systems for management kept under review? 1c-2 Use of pupil performance data How well is ICT used for the recording and analysis pupil performance data? How well are ICT systems used to track progress and set targets? Is there an integrated ICT whole-school approach to this? Do ICT systems support the tracking of pupils‟ progress and the setting of individual and whole school targets? Is appropriate data securely available to staff, governors, parents/carers and pupils? 1c-3 Communications What electronic systems does the school use for internal communication? How does the school use the electronic systems to improve its communication with different groups, such as pupils, parents/carers, governors, the community and other agencies? How does the school ensure that these systems meet the needs of the different users? What advantages do these electronic systems offer over more traditional means of communication? To what extent do these systems integrate with other electronic management systems used in the school? 1c-4 Safeguarding Does the school have policies relating to esafety for staff, pupils and community? Does the school policy for health and safety (H&S) take account of ICT issues? What measures does the school have in place to deal with e-safety and ICT H&S issues that arise? Identity format – pupil protection Passwords – setting, fixing, change process policy Permissions – levels of access, internal and external mail Staff – incorporated into terms and conditions of employment Pupils – age appropriate AUP in conjunction with parents Monitoring – sanctions and actions in case of abuse Support & Guidance – for parents/carers, pupils with increased traffic within and beyond the school What proportion of the staff and governors are aware of their responsibilities relating to e-safety and ICT H&S issues? Does the school keep a log of issues that arise? How consistently are the school policies applied when issues arise? How does the school keep up to date with emerging e-safety and ICT H&S issues? When were the policies last reviewed and updated? How has the school involved parents/carers and other partners in its advice on e-safety? 1c-5 Data Protection and Freedom of Information To what extent are staff and governors aware of their responsibilities relating to data protection and Freedom of Information with reference to ICT? What policies does the school have to meet statutory data protection and Freedom of Information requirements for ICT? What practical guidelines does the school issue to staff relating to these issues? How consistently, or rigorously, do staff apply the school's guidelines in these areas? What staff development and training has taken place to ensure these issues are addressed? 1d Monitoring and evaluation Overview of this strand This strand explores firstly how the school monitors and evaluates the effectiveness of the implementation of its ICT strategy across the school and the evidence used to make these evaluations, and secondly, how the strategy impacts on pupil outcomes. Where practice in this area is well –developed, regular monitoring of the implementation of the ICT strategy enables the school to monitor its progress against its targets, to prioritise its planning for future developments and to demonstrate its accountability to other stakeholders. Such schools use a wide range of evidence that enables them to link their evaluations to effects on pupil outcomes. What evidence could the school use? The evidence for this strand will be drawn from any or all of the following: • Discussions with staff • Data on the quality of pupils’ work using ICT • Data on the quality of learning, including the impact on engagement, motivation and • learning skills development of pupils • Outcomes from lesson observations • The level of pupils’ ICT capability • Discussions with pupils that demonstrate what they know, understand and can do involving the application of ICT to their learning • Plans that show how monitoring and evaluation for ICT has taken place • Minutes from governors’ or other meetings that identify any processes or outcomes for evaluation of ICT impact • Data and any results of data analysis linking ICT and pupil outcomes 1d-1 Evaluating the effectiveness of the ICT strategy What monitoring has the school undertaken to identify the effectiveness of its ICT strategy? Does monitoring take place regularly to inform planning, or as an end in itself? How does the school use the outcomes of monitoring to prioritise its future planning for ICT? How does the school ensure that monitoring is objective? How are the outcomes of monitoring used to demonstrate accountability to internal and/or external partners? Strand Action Evidence Achieved Staff Date Monitored 2 Curriculum Overview Created by Becta and the National Strategies. This element will support and challenge your school to: • plan and lead a broad and balanced ICT curriculum • review and update the whole curriculum in the light of developments in the technology and professional practice • ensure pupils’ ICT experiences are progressive, coherent, balanced and consistent 2a The planned ICT curriculum Overview of this strand This strand is concerned with the delivery of the planned ICT curriculum. This may be taught as a discrete subject, taught in the context of other subjects, or a mixture of both. This Framework does not recommend a particular approach (although where ICT is taught as a discrete subject there is an assumption that ICT capability will be applied subsequently in a variety of contexts across the curriculum) but is intended to enable schools to come to a judgement about whether an appropriate ICT curriculum is delivered to meet the national curriculum statutory requirements and to provide pupils with sufficient expertise to enable them to make effective use of ICT in other areas of the curriculum. There is an emphasis on effective planning and on consistent practices within the school which encourage pupils to demonstrate what they can do with ICT and apply their ICT capability in a wide range of learning experiences. The provision made for e-safety education is also included in this strand. What evidence could a school use? The evidence for this strand may be drawn from some or all of the following: • The school’s ICT policy, including e-safety, schemes of work and programmes of study • Individual subject or departmental schemes of work and/or ICT policy • Pupils’ portfolios of work showing application of ICT in a variety of contexts • Evidence from teachers about the range of use of ICT in their teaching and their expectations of pupils • Evidence from school appraisal processes and monitoring of learning and teaching • Comparisons of subject demands or expectations of ICT and skill levels of pupils • School policy on internal recognition and celebration and external accreditation • Formal and informal pupil interviews • Accreditation targets and records 2a-1 The development of pupils’ ICT capability Is the ICT curriculum well planned and does it meet statutory requirements? To what extent do cross curriculum opportunities for pupils to use ICT contribute positively to the development of their ICT capability? Is there evidence of curriculum planning which distinguishes between pupils of varying abilities, aptitudes and interest in ICT? Is the curriculum well managed and coherent (particularly when a large number of teachers are involved in its delivery)? Does the curriculum provide a wide range of challenging and relevant experiences for pupils? Are there sufficient opportunities for pupils to be creative with ICT? 2a-2 Application of ICT capability across the curriculum How does the school make effective arrangements for pupils‟ ICT capability to be applied in a variety of contexts across the curriculum? How effective is this cross-curriculum planning? Are there opportunities across the curriculum not only to apply existing ICT skills and knowledge but to develop new ones? Is there a wide range of ICT experiences available, or is the use of ICT limited to just a few basic applications? 2a-3 The planned use of ICT to support learning and teaching To what extent does subject planning identify where ICT can support learning and teaching? How consistent is this planning across the school? Do pupils expect to use ICT to support their learning in all subjects, or just in those where the teacher happens to be interested in ICT? Is the use of ICT embedded in curriculum schemes of work? What proportion of staff follow the recommendations in the school‟s planned curriculum about the use of ICT? What is the quality of ICT experiences for pupils when they use ICT to support their learning and how well has this been planned? In what way is the curriculum flexible in order to allow for innovative use of ICT? To what extent has the school implemented a programme of e-safety education for all pupils? 2a-4 Matching capabilities to opportunities Do teachers across the curriculum have a good awareness of the ICT capability needed by pupils to make effective use of ICT to support their learning in the subject? How well matched are subject expectations of ICT capability and the ICT capability that pupils bring to lessons? What evidence is there to show that ICT teachers, and others, have planned the ICT curriculum with knowledge of appropriate applications in other subjects which will help pupils to consolidate and progress? 2a-5 Recognition, where applicable How does the school recognise and celebrate pupils‟ achievements with ICT? Where relevant (usually at secondary school level) does the school provide opportunities for pupils to gain appropriate accreditation for their ICT capability? Where opportunities are provided, is this left to the interest of the individual pupils, or is there a clear school expectation about ICT accreditation and are choices matched to pupil capability and interest? To what extent does ICT accreditation impact on learning across the curriculum? 2b Pupils’ actual ICT experiences Overview of this strand This strand is concerned with what pupils actually experience in their classrooms as opposed to the previous strand which is mainly about what is planned for them – the two may not be the same! The strand helps schools make judgements about the range and quality of pupils’ experiences. What evidence could a school use? The evidence for this strand may be drawn from some or all of the following: • Evidence from teachers about their use of ICT in curriculum delivery • Subject or departmental planning and delivery records • Pupil assessment records • Portfolios of pupils’ work • Formal or informal discussions with pupils about their classroom experience with ICT • Lesson observations and monitoring records 2b-1 Breadth of development for ICT capability What is the range of ICT applications experienced by pupils? How does the school know the range of ICT applications experienced by pupils? Are the separate elements of knowledge, skills and understanding appropriately emphasised? 2b-2 Breadth of other ICT experiences In what ways do teachers make effective use of ICT to support their teaching? To what extent do pupils use ICT appropriately to support their learning? What is the balance between the use of ICT to support teaching and pupils‟ use of ICT in their learning and is the balance appropriate? Are the school‟s curriculum plans for ICT applied consistently across all subjects? What opportunities do pupils have to be innovative in their use of ICT? Are pupils developing independence with ICT? Are pupils developing creativity with ICT? What opportunities do pupils have to support their learning with ICT beyond the school? How do you know about the wider opportunities the pupils experience in ICT? 2b-3 Consistency of experiences What proportions of pupils have consistent ICT experiences to help them to use ICT and develop their ICT capability? To what extent are pupils‟ experiences with ICT well-matched to their interests and abilities? Do pupils have opportunities to use ICT to support their learning in all curriculum areas regardless of teaching group and subject? 2c Curriculum leadership and review Overview of this strand This strand is concerned with the way in which the curriculum is led, developed and reviewed. The curriculum is rarely static and, in the context of ICT in particular, it must adapt and respond to increased resourcing, new technologies and applications as they are developed. Professional practice is constantly changing too, as teachers understand more about how ICT can support learning and teaching. Strong and effective curriculum leadership ensures that review and development take account of these changes. What evidence could a school use? The evidence for this strand may be drawn from some or all of the following: • The school’s policy for curriculum review • The ICT policy • Schemes of work • Evidence of curriculum change over time as the school takes account of new technologies or new resources • Evidence from staff about attitudes to curriculum change • Evidence of changing pupil activities with ICT • Evidence of curriculum review activities • Minutes of governors' meetings • Monitoring of learning and teaching 2c-1 Curriculum leadership Who is responsible for ICT leadership at curriculum level? How effective is the ICT leadership in individual subject areas or departments? How is the ICT curriculum kept up to date as changes in technology are identified, or as new applications of ICT emerge? How are staff kept up to date with changes in the technology and new opportunities for applications in their subject area? 2c-2 Curriculum development Is there a culture of curriculum development which responds to changes in technology? Do staff embrace changes as they are identified? Is the school creative and innovative in the way in which it responds to technological change? 2c-3 Review of the curriculum Is the ICT curriculum reviewed and kept up to date, both within ICT as a taught subject, and across the curriculum? How are these reviews planned for and undertaken? Are pupils‟ experiences with ICT kept under review and checked against what the technology will allow them to achieve? In what ways does curriculum review influence curriculum planning and design? Strand Action Evidence Achieved Staff Date Monitored 3 Learning & Teaching Overview Created by Becta. This element will support and challenge your school to: • ensure planning includes quality use of ICT to enchance learning and teaching • meet pupils’ expectations for the use of ICT including developing digital literacy • encourage teachers to work collaboratively in identifying and evaluating the impact of ICT on learning and teaching 3a Teachers’ planning, use and evaluation Overview of this strand This strand focuses on the way that teachers use ICT in the classroom to support and enhance learning, teaching and inclusion. In schools that have successfully embedded ICT within learning and teaching, all staff have a clear understanding of how ICT supports these processes. They regularly plan for its use in their teaching, providing experiences that are based on prior knowledge of pupils’ ICT capability so that pupils are challenged by their use of ICT. Such schools also critically evaluate how ICT is used on a regular basis and share their reflections with other colleagues both within and beyond the school. What evidence could schools use? The evidence for this strand may be drawn from any or all of the following: • Schemes of work (all subjects). • Individual lesson plans. • Classroom observations. • Discussions with pupils, teachers and support staff. • IEPs and other learning programmes for pupils with special needs. • Teaching and learning policy. • ICT development plan. • Cross-curricular ICT planning, including minutes of meetings. • Documents relating to individual self-evaluations. • Personal development plans/action logs/learning logs. • Student peer review and evaluation documentation. • Inset and staff development planning. 3a-1 Planning for ICT in learning and teaching What proportion of the staff are confident to identify opportunities for the use of ICT? Is there awareness and understanding of what makes appropriate and/or inappropriate use of ICT? How many staff regularly plan for the use of ICT in their teaching and pupils‟ learning? Are there staff who can, and do, extend the use of ICT in new creative and innovative ways? 3a-2 Planning for ICT as a means of promoting inclusion To what extent do staff, understand how ICT can support the learning of different groups of pupils? How, in practice, is ICT used to support the learning needs of different pupils? Is there a written or agreed policy about how ICT should be used to support the learning of different groups of pupils? Are there any agreed strategies for how to use ICT to support the learning of different groups of pupils? How is good practice in this area shared within and beyond the school? 3a-3 Building on prior learning How do staff use assessment evidence and their knowledge of pupils‟ individual ICT capability when planning lessons involving ICT? When planning for the use of ICT, do teachers build on pupils‟ previous knowledge and experiences? Are all pupils challenged by work using ICT? How widespread across the school is best practice in this area? 3a-4 Extent of ICT use in learning and teaching What guidance is provided to staff on the use of ICT for learning and teaching? What are the most common uses of ICT to support learning and teaching? How widespread is the use of ICT across year groups, phases or key stages? How widespread is the use of ICT across different subject/curriculum areas and how does the school know? Where is practice strong and where are there areas of under-use? How is quality use of ICT to support Learning and Teaching identified and evaluated? 3a-5 Quality of use of ICT for learning and teaching How do teachers generally use ICT in their teaching? What are the learning gains for pupils that result from teachers‟ use of ICT? How has the use of ICT changed the way that teachers teach and pupils learn? How does the use of ICT for learning and teaching enable pupils to learn independently beyond the school? 3a-6 Ongoing critical evaluation Are there any agreed criteria for evaluating how ICT extends/enhances learning and teaching? How do staff evaluate ICT use and its impact on pupil learning? Where in the school is critical evaluation a part of regular practice? What proportion of staff can, and do, critically reflect on their use of ICT? Which curriculum areas are most effective in critically evaluating their ICT practice? Does the school know why this is the case? Are there planned opportunities for staff to share their evaluations with others, within and beyond the school, and learn from this process? 3b Learning with ICT Overview of this strand This strand explores the use of ICT from the learners’ perspective. It looks at what pupils’ expectations are about their use of ICT, what opportunities they have to choose whether or not to use ICT and what skills they have to use digital resources. Where practice is well developed, pupils have high expectations and confidence that they will be able to use ICT whenever they feel it is appropriate for their learning, are confident in their ability to select appropriate ICT tools and resources, and make sensible and appropriate use of a wide range of digital resources. Such pupils also develop a good understanding of how ICT enables them to learn and can discuss this with examples drawn from their own work. What evidence could schools use? The evidence for this strand may be drawn from any or all of the following: • Schemes of work (all subjects). • Individual lesson plans. • Classroom observations. • Discussions with pupils, teachers and support staff. • Pupil peer review and evaluation documentation. • Pupils’ questionnaires or surveys. • Pupils’ learning logs or diaries. • Acceptable use policy. • Inset and staff development planning. 3b-1 Pupils’ learning with ICT What opportunities are there for pupils to make informed decisions about when to use ICT? Are these opportunities available in all classes, year groups or phases? Are these opportunities available in all subject/curriculum areas? Do pupils take up these opportunities in appropriate ways? How do you know which ICT choices pupils make beyond the school? 3b-2 Effective and safe use of digital resources Are staff aware of the skills that pupils need to locate, access and use web-based resources? Is there any planned programme that help pupils develop these skills? What proportion of pupils have the appropriate skills to make effective use of web-based learning resources both within and beyond the school? Does the school have a policy on acceptable use, and if so, how are pupils made aware of it? Are pupils aware of the key issues for safe and appropriate use of web-based resources? How are pupils taught about accessing resources safely? What e-safety programmes do the school have? How are safe and secure practices monitored across the school? 3b-3 Pupils’ understanding about their learning with ICT What opportunities are there for pupils to discuss how ICT supports their learning? How well can pupils articulate, with examples, how ICT supports their learning? How widespread is this practice across the school for different groups of pupils and in different subjects? How does the school use, or act upon, pupils‟ responses about ICT and their learning? 3c Leadership of learning and teaching Overview of this strand This strand is concerned with the way that leaders at different levels in the school promote, explore and develop the use of ICT within learning and teaching. Effective practice ensures that leadership in this area is strategically led but promoted and consistently implemented by all subject or curriculum leaders; this also ensures that there is continuity of practice both within the school and at transition. These schools will also undertake regular evaluation of the impact of ICT on learning and teaching at all levels which leads to further improvements. Such schools also encourage well planned and evaluated risk-taking and innovation and, where appropriate, new practice becomes embedded across the school or subject. What evidence could schools use? The evidence for this strand may be drawn from any or all of the following: • School Improvement plans/ICT development plans. • Subject/curriculum plans. • Subject/curriculum meeting agendas and minutes. • Cross-curricular ICT planning, including minutes of meetings. • Schemes of work (all subjects). • Records of evaluation procedures, and evidence of co-ordination of this process. • Discussions with staff and pupils. • Policy for transition/transfer between years, phases, key stages and schools. • Transition/transfer data and information. • Reports, evaluations of any planned innovations or development projects. • Governors' reports and minutes. 3c-1 Leadership of learning and teaching with ICT To what extent are subject leaders aware of their responsibilities to promote and evaluate effective use of ICT? Are there agreed whole-school approaches to the use of ICT in learning and teaching? How well is work in this area co-ordinated across the school? Does leadership promote the development of new approaches in the use of ICT in learning and teaching? How are new practices evaluated critically? How is the impact of ICT critically evaluated by the school? 3c-2 Transfer and transition How much information about pupils' ICT experiences is shared on transition or transfer? Do transfer or transition policies include pupils‟ ICT learning? What use is made of the information about pupils‟ ICT experiences gained at transfer or transition? How does the school promote continuity of ICT experiences and learning at transfer and transition? 3c-3 Developing practice with ICT Are staff encouraged to try out new ideas or innovate in their use of ICT to support learning and teaching? How are new ideas or suggestions for innovation agreed upon, and implemented? How does the school evaluate innovations, or share their outcomes within or beyond the school? Are there examples of innovations that have been successfully embedded into practice across the school? Strand Action Evidence Achieved Staff Date Monitored 4 Assessment Overview Created by Becta and the Qualifications and Curriculum Authority. This element will support and challenge your school to: • assess the capability of ICT to support pupils’ learning • use assessment evidence and data in planning learning and teaching across the whole curriculum • assess the learning in specific subjects when ICT has been used 4a Assessment of, and with, ICT Overview of this strand This element has a single strand which is concerned with the way in which ICT capability is assessed. (ICT capability is much broader than acquiring a set of technical competencies in software applications, although clearly these are important. ICT capability involves the appropriate selection, use and evaluation of ICT. In essence, pupils need to know what ICT is available, when to use it and why it is appropriate for the task). There are two contexts for this assessment: one is the context of ICT as a discrete subject and the other is the context of ICT use in other subjects. Note that, in this strand, the assessment in both cases is of ICT capability and this should not be confused with subject assessment. The strand also helps schools to consider whether they are making effective use of ICT to manage the assessment process. Pupils will make progress only if they and their teachers have a good understanding of their strengths and weaknesses and the standards for which they should be aiming. Reliable assessment procedures coupled with effective dialogue are essential in this respect. The Framework makes no assumptions about the mechanisms which teachers put in place to assess pupils’ work, nor about how assessment should be recorded. What it does do is help define the key characteristics of effective assessment and link this to planning for improvement. What evidence could the school use? The evidence for this strand may be drawn from some or all of the following: • The school’s assessment policy • The school’s ICT policy • Evidence from moderation exercises with other schools or within the school • Evidence from subject leaders or departments about their capacity to assess ICT capability and provide reliable feedback to pupils • Evidence from pupils about their self-assessment and peer-assessment practice • Evidence of use of school ICT systems to record and manage assessment • Evidence drawn from school ICT systems • Evidence of targets set, tracking processes and the impact of these for individual pupils • Evidence of pupil portfolios of work 4a-1 Reliability Are coherent and consistent systems in place to enable the school to make reliable assessments of pupils‟ ICT capability? How does the school ensure that assessment of ICT capability takes account of ICT both as a discrete subject and its application in other subjects? What does the school do to ensure consistency of standards when ICT is assessed in many different subject contexts? Is there any moderation of assessment processes and outcomes within the school? Does the school attempt to moderate standards with other schools in order to test its own standards and practices? 4a-2 Self- and peer-assessment To what extent are pupils involved in selfassessment of their ICT capability? Is self-assessment limited to basic skills development or are pupils enabled to make judgements about the overall quality of their ICT work, the standards they have achieved and what they need to do to improve further? Can pupils define their own criteria for success? Are they sufficiently knowledgeable about ICT to be able to set themselves high standards? Are pupils engaged in assessment of others‟ work in a constructive and well-informed manner? Can they discuss quality and standards of their own and others‟ work in order to improve? To what extent do pupils self-assess their use of ICT in work done beyond the school? 4a-3 Dialogue Is there sufficient expertise amongst the staff for there to be effective and wellinformed dialogue about ICT capability? To what extent can all staff assess ICT capability reliably and help pupils improve? Is dialogue about ICT capability consistent across the school? What is the quality of feedback to pupils about their ICT work? Are targets for improvement set and, if so, by whom? 4a-4 Using ICT to support assessment To what extent and how often does the school make effective use of ICT to support assessment procedures? What proportion of staff are sufficiently confident to make use of assessment systems that are available in the school? What opportunities do pupils have to use ICT to record their achievements? Is there a range of assessment practice and activities, supported by ICT? To what extent are pupils encouraged to record a wide range of electronic evidence to demonstrate their ICT achievements? How is this done Is effective use made of this resource? 4a-5 Targets for improvement in ICT capability Does the school set whole-school and individual targets for ICT attainment? Who are the targets shared with? Are numeric targets translated into actions for cohorts, classes and individual pupils? Are such targets used to drive improvement for pupils? How effective is the tracking of pupils‟ progress against targets? Are the targets set for the school challenging and understood by all staff? Strand Action Evidence Achieved Staff Date Monitored 5 Professional Development Overview Created by Becta and the Training and Development Agency. This element will support and challenge your school to: • identify and address the ICT training needs of your school and individual staff • provide quality support and training activities for all staff in the use of ICT sharing effective practice • review, monitor and evaluate professional development as an integral part of the development of your school 5a Planning Overview of this strand This strand is concerned with the processes used by the school to identify both individual and whole school development needs and the planning processes to meet those needs. Where this is effective there will be regular and systematic review of staff ICT skills and their ability to use these to support learning and teaching in the classroom and in their other professional roles, such as lesson preparation and assessment. The planning for professional development in ICT will encompass individual development needs but will also be closely linked to the school's strategic developments in ICT. What evidence could the school use? The evidence for this strand may be drawn from some or all of the following: • School policy for professional development. • Audits of staff skills and uses of ICT. • Whole School or ICT Development/Strategic plan. • Action planning related to ICT priorities. • Curriculum, phase or key stage planning. • Specific planning for innovation/ICT projects involving new technology or practices. • Planning for whole-school training and development days related to ICT. • Observations of inset sessions. • Discussions with staff. • Performance management targets. • ICT awards/qualifications obtained by staff. 5a-1 Identifying individual staff skills and needs How does the school know which staff require professional development in ICT, and in which areas they need it? Does the school use the DfES professional standards for teachers in accessing ICT training needs? Does the school use the TDA career development framework for support staff in accessing ICT training needs? Are there regular audits of staff needs in relation to ICT? To what extent are staff expected to identify their own ICT development needs? Do audits cover personal ICT skills, their use of ICT for learning and teaching, as well as other professional roles? To what extent is the identification of staff ICT needs instigated only by the arrival of new technologies in the school? Is the identification of staff ICT development needs linked to the school‟s performance management processes? 5a-2 Identifying whole-school ICT development needs How are development needs for ICT linked to whole-school planning? Are development needs for ICT matched to the school‟s ICT priorities, and/or the school‟s learning and teaching priorities? To what extent does the school's strategic plan for ICT drive the identification of ICT development needs? 5b Implementation Overview of this strand This strand explores the range and quality of the provision that the school makes for staff ICT development and how it supports individuals and shares effective practice. Where these practices are well developed, schools use a wide range of development opportunities tailored to individual as well as whole-school needs. Such activities cater for individual learning styles, take place within and/or beyond the school as appropriate, are closely linked to the school's own ICT resources and address the confidence levels of the individuals involved. Coaching and mentoring systems are often a key part of planned professional development, as are systems for sharing effective practice with other colleagues and, on a reciprocal basis, with other schools. What evidence could the school use? • School policy for professional development. • Whole-school and individual staff development plans for ICT. • Discussions with teachers and support staff. • School and individual staff development records for ICT. • Observation of inset and any support and mentoring systems. • Written evaluations of training and/or staff development opportunities. • Governors’ minutes. • ICT awards/qualifications obtained by staff. 5b-1 Meeting school and individual ICT needs To what extent are plans for ICT professional development linked to the regular review and analysis to staff needs? Are there development opportunities that take place beyond the school and, if so, what do these include? How do individuals plan for professional development in ICT link to whole-school planning, or to the school's ICT strategic plan? How does planning for professional development in ICT link to the school‟s performance management processes? How many staff gain ICT accreditation or qualifications when appropriate? How is the range of development opportunities monitored? 5b-2 Quality of professional development How does the school ensure that quality ICT development activities meet the needs and confidence of individual staff? How does the school ensure that ICT development activities enable staff to make effective use of the ICT resources available in the school? How does the school ensure that ICT professional development opportunities take account of different learning styles and preferences of the staff involved? How does the school ensure that ICT professional development opportunities take account of any special access needs of staff? How does the school ensure links between learner expectation and CPD needs? 5b-3 Coaching, mentoring and individual support What coaching or mentoring for ICT support has, or does, take place within the school? Is any coaching or mentoring part of a planned professional programme? What proportion of staff have been involved in coaching and mentoring processes? Does the school make use of external support for coaching and mentoring? Does the school support, through coaching or mentoring, work with staff in other schools? 5b-4 Sharing effective practice What approaches does the school use for sharing effective practice with ICT? How consistently are these used across the whole school? How regular are the opportunities to share effective practice? What opportunities exist to enable staff to share practice with other schools? How is the technology itself used by the school to share and learn from best practice both internally and externally? 5c Review Overview of this strand This strand is concerned with the overall management and evaluation of staff development for ICT, and how the outcomes of this are used for future planning. Where practices are well developed there will be regular and systematic monitoring and evaluation of the quality of the professional development for ICT, and the impact it has on the outcomes for learning and teaching, and staff professional roles. Planning for future professional development activities will take account of these evaluations and will be reviewed in relation to value for money and the impact on pupil outcomes. What evidence could the school use? The evidence for this strand may be drawn from some or all of the following: • School policy for professional development. • Development plans showing CPD activities. • Monitoring and evaluation policies and guidelines. • Discussions with staff and pupils. • Evaluations of staff development, from individual evaluations, groups or whole-staff evaluations. • Lesson observations. • Budgetary plans for professional development for ICT. 5c-1 Monitoring and evaluation What systems does the school use for monitoring and evaluating the effectiveness of ICT professional development? How does the school link the outcomes from evaluations to learning and teaching? How has the school linked ICT professional development activities to improvements in organisational efficiency? What changes in ICT practice or pupil outcomes can the school attribute to ICT professional development activities? What reciprocal links with other schools does the school have when evaluating professional development in ICT? How does the school feed evaluations into future planned CPD activities? Strand Action Evidence Achieved Staff Date Monitored 6 Extending Opportunities for Learning Overview Created by Becta. This element will support and challenge your school to: • understand the needs of your pupils and community in their extended use of ICT • ensure provision is enhanced through informed planning resulting in quality of use of ICT within and beyond the school • review, monitor and evaluate opportunities to extend learning within and beyond your school 6a Awareness and understanding Overview of this strand This strand concerns the level of awareness and understanding by all staff, including senior managers, of the opportunities for extending learning with ICT beyond the school. Although not all schools are able to provide a full range of extended opportunities for learning, they are expected in some way to extend their provision beyond the traditional concept of the school, perhaps in partnership with local schools, the community and other organisations. Schools should recognise and celebrate the opportunities for pupils to extend their learning with ICT which are available from sources other than the school. The agenda is a broad one, and goes beyond issues related to ICT. However, ICT is a key element in the successful delivery of extended opportunities for learning which is why it is included in the ICT Self-review framework. All schools should be aware of the issues even if delivery is currently at an early stage of development. Further sources of advice If your school is linking this review to the Every Child Matters and Extended Services agendas you might find these links useful. http://www.everychildmatters.gov.uk/ete/extendedschools/ http://www.teachernet.gov.uk/wholeschool/extendedschools/ http://www.surestart.gov.uk/surestartservices/childcare/extendedschools/ It will be for individual schools to decide how to make effective use of ICT as part of their strategy for delivering these policies. Whenever schools are considering how to extend opportunities for learning though the use of ICT beyond the school, issues of equity are bound to arise. There is a digital divide which represents the difference between those who have easy access to ICT and are competent in its use and those who have little or no personal access to ICT. This represents a significant equal opportunities issue when schools encourage pupils to make use of ICT at home or in other places beyond the school. Equity issues The e-Learning Foundation publishes a definition of the digital divide: The Digital Divide is a sub-set of the social divide that exists in this country and is well documented. The Digital Divide describes the gap in learning opportunities and support between schoolchildren who have access to a working computer and the ability to go online at home and those that lack these resources. Government surveys show that the gap is greatest in low income families and, linked to this, children of single parent families, and children in inner city and isolated rural areas. The impact of the gap increases when a school develops a greater reliance on students being able to access the school network, the managed learning environment and Internet-based learning resources from home, but takes no action to ensure equity of home access. Schools that address the Digital Divide deploy a range of schemes to ensure pupils have access to both hardware and connectivity at home and, where appropriate, elsewhere in the community, and proactively extend that access to the wider family.” Further information about ICT equity issues can be found at: http://www.equitycampaign.com What evidence could the school use? The evidence for this strand may be drawn from some or all of the following: • The school improvement plan • The school’s policy for ICT, particularly as it relates to supporting other whole-school initiatives • The school’s policy for extending learning • The school's policy for inclusion • Schools acceptable use policies • Discussions with staff about their understanding of the issues • Discussions with other organisations, community groups, parents/carers and other agencies • The arrangements in place for gathering and using evidence about out-of-school access, including computer access at home • Evidence of understanding of the equity issues by senior managers and staff • Evidence of consultation in the community and of partnerships that have been considered or established • School lettings policy • Evidence of after-school provision and access to ICT resources • Curriculum schemes of work • Governors' meetings minutes • Parent/guidance acceptable use agreements 6a-1 Understanding What proportion of staff in the school understand how ICT can support the wider school aim of extending learning opportunities beyond the school? Do staff understand that extending the reach of the school and improving the range of learning opportunities can be key elements in raising standards? How well do staff understand that ICT is a significant enabler in this respect? To what extent are staff aware of the principal issues and expectations relating to extending learning opportunities with ICT? 6a-2 Pupils and families Does the school undertake regular research to provide reliable information on pupil access and use of ICT beyond the school? Does the school understand that effective access to ICT goes beyond answering the simple question “Does the pupil have a computer in their home?” and includes issues relating to the attitude of parents/carers to pupils‟ work at home, parent/carer involvement in their child‟s learning, and the provision of suitable facilities for working beyond the school? How does the school use information about out-ofschool access to ICT when planning learning? To what extent do staff understand the equity issues surrounding ICT, including specific issues relevant to their local context? 6a-3 The community and partner organisations Does the school understand how the community and partner organisations can make a contribution to learning with, and about, ICT? Does the curriculum take into account the contribution the community can make to extending opportunities for learning with ICT? To what extent do staff understand the benefits of working with the community and partner organisations a key resources in providing a range of extended learning opportunities with ICT? Have partnerships been established to secure benefits for both the school, and the community in relation to ICT? Has the school assessed the community‟s and partner's ICT needs and where appropriate considered how it might respond to these? Planning and implementation 6b Overview of this strand This strand is concerned with the way in which the school plans and delivers effective use of ICT to support its policy on extending opportunities for learning. It is closely related to the previous strand and is concerned with turning policy and understanding into practice. Note that in this Framework, the title of this element is 'Extending opportunities for learning' – the acid test for success will be whether the school’s policies in this area, and its use of ICT as part of the strategy, really has extended opportunities for learning for pupils. What evidence could the school use? The evidence for this strand may be drawn from some or all of the following: • School improvement plan • The school’s policy for ICT, particularly as it relates to supporting other whole-school initiatives • The school’s policy for extending learning and the management arrangements for this • Policies and guidelines within individual subject/curriculum areas which identify how teachers should respond to work undertaken outside school • The school’s approach to providing advice for parents/carers on e-safety and security issues • The school’s approach to equity issues and the arrangements made to ensure that no pupils are limited by their lack of access to ICT at home • Evidence from families about how learning at home has been enhanced by the school’s approach • Evidence of involvement with community groups and other external organisations • Evidence of evaluation processes and their use for planning at whole-school, and subject/departmental levels • Governors’ meeting minutes • Discussions with pupils, parents/carers, community groups and partners • Equipment loan schemes/polices 6b-1 Leadership for extending learning Who has been given the responsibility for promoting and leading the vision on extending learning? How well planned and co-ordinated are the school‟s actions? Is there a genuine whole-school approach or just actions by committed individuals? How are governors, pupils and parents/carers involved? How integral to the school‟s planning for ICT is the concept of extending opportunities for learning? 6b-2 Pupils How effectively do teachers plan opportunities for pupils to use ICT beyond the school to extend their learning? How positively do teachers respond when pupils submit ICT work undertaken outside school? What arrangements are in place to ensure all pupils can learn with ICT beyond the school? Is work undertaken outside school integrated effectively with school-based work? How does the school respond to new and emerging opportunities for learning with ICT beyond the school? 6b-3 Families How effective is the school in engaging families in pupils‟ learning? To what extent are the school‟s ICT facilities available for use by families? What information is made available to families about learning? Is information about pupils‟ progress and achievements available to families electronically? To what extent does the school provide advice for parents/carers on e-safety and security issues? How does the school know whether parental/carer and family engagement in learning is increased through the use of ICT? 6b-4 Evaluation How does the school monitor and evaluate the impact of extended learning with ICT? How effective is the school in understanding how learning has been extended through activities with ICT beyond the school? How is this information used to inform future planning and developments? Strand Action Evidence Achieved Staff Date Monitored 7 Resources Overview Created by Becta. This element will support and challenge your school to: • ensure learning and teaching environments use ICT effectively and in line with strategic needs • purchase, deploy and review appropriate ICT resources that reflect your school improvement strategy • manage technical support effectively for the benefit of pupils and staff 7a Provision Overview of this strand This strand is concerned with the provision, management and support of ICT resources used within the school. It considers the physical environment in which ICT is used, how the use of space, layout, furniture, seating, lighting and ventilation affects learning and teaching. The strand also considers the quality, suitability and sufficiency of ICT resources, including digital learning resources. It is important to understand that there is no absolute measure on sufficiency – you will need to determine what you want to do with ICT, taking account of your vision for ICT and then ensure you have appropriate resources to achieve this. The emphasis is not on the environment and resources themselves, but on their impact on the quality and range of learning and teaching opportunities and the organisational needs of the school. This element recognises that effective schools aspire to a learning culture which is enhanced by the availability of sustainable, reliable and coherent ICT resources. By resources we mean both hardware, including network servers and background equipment/infrastructure, and software, including MIS as well as programmes and applications that pupils use. What evidence could the school use? The evidence for this strand may be drawn from some or all of the following: • Surveys of accommodation for ICT across the school and within individual subject areas or departments. • Surveys of resources for ICT across the school and within individual subject areas or departments. • School policies on learning and teaching and the use of resources. • School policies and practices on the use of ICT to support school management and organisation, • Curriculum planning which takes account of ICT and access to digital learning resources. • Evidence from teachers and pupils of the impact of ICT and digital learning resources on teaching and learning. • Lesson observations. • Governors' meeting minutes. 7a-1 Physical environments What impact does the physical environment have on the quality of learning when pupils are using ICT? To what extent have spaces been created or adapted to enable ICT to have a real impact on learning and teaching? Do the learning spaces support a range of learning styles when using ICT? How flexible are the learning and teaching spaces where ICT is used? 7a-2 Sufficiency and suitability of resources Are there sufficient ICT resources to meet the school and individual needs? Is the range of resources appropriate for effective curriculum delivery? Are the resources suitable to meet the schools and individual needs? What is the impact of ICT resources on learning? What impact does the availability of and access to ICT have on teaching and school organisation? To what extent has ICT changed the learning and teaching culture in the school? 7a-3 Digital learning resources Is there an appropriate range of quality and appropriate digital learning resources to support the teaching of ICT and the use of ICT to support learning in other subjects? In what way do these resources make a significant contribution to learning and teaching? How well planned is the school‟s acquisition of digital learning resources? To what extent has the use of digital learning resources changed the learning culture within the school? 7b Access Overview of this strand This strand is concerned with the ease with which teachers and pupils can access ICT resources and the range of locations that provide access. Access in this context applies to both curriculum and administration resources and, when reviewing the school’s position, account will need to be taken of the way in which both pupils and staff are able to access ICT. Arrangements for access from a variety of locations within and outside the school will need to be considered. The strand also includes access to the internet and the extent to which the bandwidth meets the needs of the school. Account should also be taken of the range of facilities which are inherent in the internet access, including virus protection, filtering and data security. As the school develops its use of ICT, it will need to keep under constant review its arrangements for staff and pupil access and the adequacy of its internet access. The effectiveness of technical support is also included in this strand. Measuring adequacy of technical support is always difficult but here it is suggested that there should be minimal disruption to learning caused by technical problems. That is not to say that there will never be system faults or that the school’s ICT systems will be fully operational 100 per cent of the time, however desirable that might be. What matters is that the school minimises the effects of system failure by being proactive in technical support and maintenance and that teachers are sufficiently resourceful to be able to cope when planned learning is affected by minor technical problems. This strand does not suggest that every school needs a full time technician and, for many small schools, that would be inappropriate. Every school needs access to some form of technical support and the measure of its effectiveness should not be on how this is organised, but on how effective the arrangements are in minimising disruption to learning and teaching. What evidence could the school use? The evidence for this strand may be drawn from some or all of the following: • The school’s policy on technical support. • Surveys of teachers on how confident they are that systems work effectively when they need them. • Surveys of teachers to determine whether they have access to technical support when things go wrong. • Technical logs and records of the time taken to resolve technical problems. • Job descriptions of technicians and system managers. • Evidence from senior managers responsible for system support. • Disaster recovery plan. • Acceptable use policies. • E-safety policies. • Resource timetabling. • Out of school access policy. • Service agreement for managed service 7b-1 ICT supporting efficient working practices Is access to networked curriculum and administration resources available from a variety of locations within the school? How easy is it for teachers and pupils to access the resources they need in appropriate locations? Is access to school ICT resources and information available from locations beyond the school – for example, in pupils‟ and teachers‟ homes, when on field trips, etc.? How is appropriate access to internet services secured and provided to meet the demands made by the school? How does the school ensure pupils are safe when they are using networked resources (internet, email, messenger tools etc)? How does the school ensure that systems are protected from viruses, data is secure and the system is technically robust and reliable? What procedures are in place to ensure that provision is kept up to date and continues to meet the demands made on it by the school? 7b-2 Technical support What arrangements has the school made for timely and effective technical support? Is there appropriate and timely access to specialist staff when technical problems arise? What steps have been taken to provide proactive system maintenance to reduce the chance of system failure? Are appropriate back-up systems in place in case of major failure? How does the school minimise disruption to learning, teaching and administration caused by technical problems? How is technical support monitored and managed effectively? 7c Management Overview of this strand This strand is concerned with the way in which the school acquires its ICT resources through effective analysis of curriculum and administration needs, planning for the future, including both financial and environmental sustainability, and using best practice procurement practices. A good school will have a clear view of how effective its current ICT resources are in meeting learning and teaching needs and will have arrangements in place to identify priorities for future developments with ICT. It will have a clear strategy for developing learning and teaching using ICT which will enable it to identify the key resources it will need to acquire. Schools need a good understanding of the total cost of ownership of products and services and should be able to identify good value for money in terms of improvements to learning and teaching. They should have a clear policy on procurement and make use of best practice procurement agreements which are currently available from Becta. Local Authorities may also have their own guidance on procurement, particularly where these relate to high levels of expenditure. The strand emphasises that procurement needs to be well planned and closely related to the school’s ICT strategy as well as to curriculum, subject or departmental needs. The strand is also concerned with monitoring the use of, and evaluation of, the effectiveness of ICT resources across the school without which future planning is impossible. What evidence could the school use? The evidence for this strand may be drawn from some or all of the following: • The school’s strategies for procurement and financial management. • The school’s ICT policy. • Subject/departmental policies for acquiring resources. • The stated and actual use of good practice guidelines for procurement. • Policies in place to secure good value for money. • Evidence of awareness of managers and other staff of total cost of ownership issues. • Previous evaluations of ICT resources and monitoring of their use and effectiveness. • Budget plans and monitoring. • School improvement plan. • Sustainability plans, financial and environmental. 7c-1 Procurement How does the school plan for ICT procurement? Is procurement in line with local authority or RBC strategic aims for ICT? What criteria, including technical criteria, based on evidence of effective use and/or clear curriculum need, are used for acquiring new resources? Does the school understand issues relating to total cost of ownership? How is procurement carried out in line with best practice advice? Is procurement in line with strategic aims of the school and for ICT? How does the school attempt to secure ongoing value for money and relate spending to improvements in learning and teaching? 7c-2 Evaluation of ICT resources How effective are the school‟s evaluation processes? To what extent does evaluation influence future planning and procurement of ICT resources? How does evaluation go beyond counting equipment and noting access arrangements so that it considers impact on learning and teaching? Is evaluation a clear aspect of the school‟s approach to procurement? Strand Action Evidence Achieved Staff Date Monitored 8 Impact on Pupil Outcomes Overview Created by Becta. This element will support and challenge your school to: • demonstrate how pupils can make good progress in ICT capability • be aware of how the use of ICT can have a wider positive impact on pupils’ progress • review pupil attitudes and behaviour and how the use of ICT can impact positively on pupil achievement 8a Pupils’ progress in ICT capability Overview of this strand This strand is concerned with the progress pupils make in ICT capability. (ICT capability is much broader than acquiring a set of technical competencies in software applications, although clearly these are important. ICT capability involves the appropriate selection, use and evaluation of ICT. In essence, pupils need to know what ICT is available, when to use it and why it is appropriate for the task). It seeks to gauge the extent to which there is progress over time for all groups of pupils across all years and key stages. Such progress is the ‘distance’ travelled in terms of gains in ICT knowledge, skills and understanding. It will also consider learner progress in relation to prior attainment, including significant variations between groups of learners. The strand also considers how independent pupils are in their ability to apply their ICT capability. What evidence could you use? The evidence for this strand may be drawn from some or all of the following: • School performance data and analysis. • Pupils’ portfolios of pupils’ work showing the application of ICT in a variety of contexts. • Pupil records of achievement. • Discussions with teachers, and other evidence, of the range of independent use of ICT in pupil learning. • Formal and informal pupil interviews. • Schemes of work, programmes of study and other curriculum planning. • Individual subject or departmental schemes of work. • Accreditation targets and records. • Lesson observations and monitoring records. 8a-1 Pupils' progress in ICT capability across the key stages How does the school know what proportion of pupils are doing as well as they can? What is the extent of pupils‟ key stage progress in terms of their ICT capability? Do pupils make good progress in all aspects of their ICT capability? How does the school record and use measures of pupil progress? How is ICT capability assessed and recorded? 8a-2 ICT progress of different groups How does the school gather and record the progress made by different groups of pupils? Are there undue differences in the progress among different groups of pupils? How is this measured and recorded? How good is the progress of disadvantaged groups compared to other groups? Are the most able pupils being stretched? Are there opportunities planned to meet the needs of different groups of pupils? 8a-3 Independence in working with ICT To what extent do pupils demonstrate confidence in making independence in their use of ICT? How does the school measure the levels of pupil confidence and independence in their use of ICT? What opportunities are there for pupils to develop their independent use of ICT? Are independent uses of ICT identified in schemes of work and curriculum planning? 8b Pupils' progress more widely Overview of this strand This strand is concerned with the broader progress pupils make in terms of improving learning through a wide range of ICT experiences across the curriculum. Where schools have fully embraced the potential of ICT they will also be using it as a tool for the development of pupils’ wider learning skills, such as creativity, problem solving and thinking skills and embedding these within curriculum planning and practice for all pupils. What evidence the school might use? The evidence for this strand may be drawn from some or all of the following: • Evidence from teachers about pupil use of ICT across the curriculum. • Subject or departmental planning and delivery records. • Pupil assessment records. • Portfolios of pupils’ work. • Formal or informal discussions with pupils about their classroom experience with ICT. • Lesson observations and monitoring records. 8b-1 Breadth and range To what extent does ICT extend and improve learning across the curriculum? How does the school ensure a wide range of learning opportunities are experienced by pupils? What is the range of ICT opportunities available to pupils? Are opportunities to use ICT available, and used, in all curriculum areas? How does planning support a breadth and range of ICT opportunities across the curriculum? 8b-2 Thinking and learning skills To what extent do pupils use ICT appropriately to develop their learning skills? How are pupils developing independence and creativity with ICT? What opportunities are there for pupils to develop thinking skills through the use of ICT? How are these opportunities planned for and evaluated? What opportunities do pupils have to develop their learning with ICT beyond the school? 8b-3 Creativity What opportunities do pupils have to be creative in their use of ICT? What examples can the school give of pupils developing their creativity through the use of ICT? What proportion of pupils have ICT experiences that help them develop their creativity? How do the school‟s curriculum plans for ICT allow pupils to develop their creativity across all subjects? 8c Attitudes and behaviour Overview of this strand This strand is concerned with the way that the regular use of ICT by pupils improves their attitudes towards their learning in general as well as their motivation and behaviour. It considers how pupils show interest, enthusiasm and curiosity and how these drive them to explore the potential of ICT both in, and beyond, the school. What evidence the school might use? The evidence for this strand may be drawn from some or all of the following: • Lesson observation and discussions with pupils. • Behaviour logs. • The school’s policy for curriculum review. • The ICT policy. • Schemes of work. • Evidence of curriculum change over time as the school takes account of new technologies or new resources. • Evidence from staff about pupils’ attitudes to learning, motivation and behaviour when using ICT. • Evidence of changing pupil activities with ICT. • Evidence from curriculum review activities. • Minutes of governors' meetings. • Discussions with staff, pupils and parents/carers. • Achievement data (SATs, GCSE’s NVQs etc) linked to pupils’ use of ICT. • Attendance records. 8c-1 Attitudes to learning How does ICT contribute to pupils‟ positive attitudes to learning? How effective is the school in building on these attitudes to ensure positive impact on learning? What opportunities are there for developing pupils‟ self esteem through the use of ICT? How do the school‟s curriculum plans encourage pupils to investigate, solve problems and refine their work critically? For what proportion of pupils has the use of ICT had a positive impact on their attitudes to learning? How does the school measure attitudes to learning beyond the school? 8c-2 Engagement in learning To what extent does ICT encourage collaboration, respect and good behaviour? How has the use of ICT improved pupils‟ behaviour? What examples can the school give of this in practice? How does the school encourage and recognise collaboration when using ICT? How does the use of ICT contribute to the promotion of respect for others work, feelings, values and beliefs? What evidence has the school of this in practice? 8c-3 Motivation How has the use of ICT improved pupils‟ motivation? What examples can the school provide of this in practice? Has improved motivation through the use of ICT led to learning gains for pupils? How does the school know that pupils‟ use of ICT has motivated them to learn beyond the school? Is there evidence of improved concentration when pupils use ICT? Does the use of ICT motivate pupils to explore their use of ICT, innovate and learn independently? Can the school provide examples of this in practice?