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ICT Policy


  • pg 1

           Information & Communications
                 Technology Policy

                                                                  October 2007

The following policy statement reflects both Angus Council and the particular circumstances
in Arbroath Academy. It has been written following the practice that has been developed over
the last two years. The usage of ICT to support delivery of the curriculum means teachers
need to plan to embed the use of information & communications technology such as software
packages, web based resources and electronic mail. Computer skills are vital to access
lifelong learning and employment, and the development of ICT skills for all users, will be a

Many emerging communications technologies offer the potential to develop new teaching and
learning strategies. These should be selectively and appropriately chosen to enliven the
teaching process, motivate pupils and provide opportunities for learners to take responsibility
for their own learning.

Staff should identify aspects of coursework that could take advantage of the use of ICT to
enable learners to be more creative, solve problems and provide ready access to a world of
knowledge and research as well as improve the quality of the presentation of their work.

This policy is made available to all staff and is subject to regular discussion and should be
reviewed at faculty and SMT meetings, student council and by the ICT group.


            To operate in accordance with Angus Council Policies and safe use of the information
             technology, the internet and electronic mail.
            To promote the effective use of ICT to support Learning and Teaching
            To facilitate the maximum use of appropriate resources for the enhancement of the
            To increase and develop the awareness and skills of all staff working within the school
             community, in relation to ICT, through staff development and support.
            To create a climate where pupils and staff become familiar with technology and
             applications within our society
            To describe the role of pupils, parents and staff in the use of ICT to support Learning
             and Teaching
            To describe ongoing monitoring and review of ICT

Roles , Remits and Responsibilities

Specific roles and responsibilities of those directly involved in leading and managing ICT are
detailed in appendix 1. These are in addition to those outlined below for all users;

All Users

            Ensure you comply with safe use of ICT in Angus council
            The whole school network is the only authorised access to the internet within school,
             no other internet connections are permitted
            Notify the ICT co-ordinator of any misuse of the network by pupils

            Notify the ICT co-ordinator of any inappropriate site access to ensure that the filtering
             systems can be upgraded to include these sites.
            Ensure that no child accesses the internet in your lesson without appropriate
             permission and supervision by staff
            Ensure all access to the internet and email is used for school business only
            Ensure that safe internet practice is employed and that no personal details are supplied
            Ensure that you comply with copyright and licensing conditions applying to software
             and /or downloaded materials
            Ensure you avoid plagiarism, and give due intellectual crediting in referencing sources
            Ensure that all requests for copying of materials comply with licensing agreements
             and copyright laws
            Be aware of security and help protect the council network form external viruses and
             “hackers”. Virus attacks are usually received via email communication so be alert
             when opening email from unknown sources.
            Must never reveal your password
            Must keep internet access to a minimum to reduce network traffic
            Must keep file down loads or file attachments to an essential minimum
            Must remove any file down loads from computer system to disc, to save haed disc
             space, as soon as possible
            Must delete unwanted email to conserve system resources, and regularly transfer
             wanted email to disc
            Must not connect personal PC‟s directly to the school system, as they must be checked
             for suitable anti virus software first
            Must understand that the regular monitoring of use of the school network including
             email occurs
            Must not download large music files from the internet, on to hard drive, as this uses
             valuable resources.

Procedures for the use and maintenance of whole school ICT resources

   Procedures for booking ICT suites

            There are three computer suites, 8a, lower ICT and 2c. These can be booked by
             completing a request form on the desk top and sent to the head technician. A timetable
             for each room is then made available on the desk top in the ICT room folder.
            In addition as a school resource the library and computing department rooms are
             available. The library is booked through the school librarian and computing rooms
             when not in use can be used by other staff / departments. This should be negotiated
             with relevant computing teacher.
            When using any of the above rooms school disciplinary procedures must be adhered to
             and rooms left in a clean , tidy manner.
            At the end of the day all computers should be logged off , closed down and turned off
             at the wall sockets.

   Procedures for ICT resource purchasing

            The school is given an ICT procurement budget by the authority each year and
             allocates out of the devolved school budget a small ICT per capita for maintenance
             such as printer cartridges. We always pursue any additional funding when available.

            A three year plan for maintenance of hardware and introduction of new technology is
             in place
            Targets for maintaining classroom hardware to a necessary standard are dealt with as a
             whole school purchase through the authority to ensure the best price.
            Planning for curricular resources should be built into each faculty improvement plan
             in the three year cycle and accounted for in the per capita.
            As faculties purchase software packages, they should pass this information onto the
             head technician to ensure all asset registers are kept up to date

      Procedures for maintaining inventory

                  Accurate inventory records will be maintained by all departments / faculties for
                   ICT hardware
                  A centralised inventory will be maintained by the head technician and managed by
                   the SSM ( This will be completed this session)
                  The head technician is responsible for the checking of all school electrical
                   equipment every six months and will report any issues to the SSM
                  Records of all ICT purchases will be kept within main administration
                  A centralised inventory of all school software will be maintained by the head
                   technician and any concerns notified to the ICT co-ordinator
                  A record of all software licenses will be maintained and monitored by the head
                   technician and any concerns notified to the ICT co-ordinator

Copyright and Data Protection Acts
It is a requirement that all users are aware of the importance of copyright and data protection,
and ensure that they work within the guidelines listed in Appendix2.

Staff Development and Support

            Opportunities will be made available for all staff to further extend their ICT skills,
             either using “ in-house” support or attendance at courses in the CPD calendar.
            Sharing of good practice is encouraged and faculties should ensure support is made
             available through CPD/ PRD

Curricular Development

            ICT permeation through the curriculum is an ideal model, allowing pupils access to
             their entitlement in ICT core skills
            Audit of aspects of the curriculum will be conducted related to ICT core skills
            Inclusion of ICT to enrich learning will be supported with staff development and

Monitoring and Evaluation of ICT and policy

       Principal teachers will monitor implementation of whole school and faculty policies
        related to ICT, and in context of How Good is our School 3,
        Appendix 3.
       The ICT Policy and Procedures will be reviewed, in context of the school
        improvement planning, and as part of the school Learning and Teaching policy.

       The ICT team will assist in the monitoring of the review and present recommendations
             to SMT through the ICT co-ordinator

Appendix 1 – Specific Roles and Responsibilities

ICT School Coordinator/Depute Head Teacher

     Specific responsibility for overseeing matters advising Head Teacher in relation to whole
      school ICT and perform delegated tasks related to monitoring of use of ICT
     Ensure that all users are aware of relevant copyright and data protection regulations and
      report any infringements to Head Teacher
     Ensure that monitoring procedures are in place for access to internet and email, maintain
      record of all misuse, and report to Head Teacher for communication to local authority
     Ensure that staff are informed of Angus policies in relation to safe use of internet and their
      responsibilities outline therein
     Ensure that systems are in place for use of whole school computer suites and library.
      Disseminate information to SMT and staff and monitor development planning in relation
      to ICT across departments in conjunction with Faculty Heads/PT‟s
     Ensure that pupils have parental permissions to access the internet within school, and that
      a record is maintained of completed parental permissions slips and passwords issued
     Liaising with computer centre – internet service provider – to fine tune filtering service
      provided and liaise with other agencies/support services
     Liaise with responsible DHT‟s in relation to supporting staff ICT training needs and to
      ensure efficient ICT systems are in place across school for timetabling, administration and
     Liaise with senior technician in providing technical support through technician team
     Liaise with PT (pupil support) in relation to specialised ICT resources needed for full
      access to curriculum for some pupils
     Liaise with ICT support team regarding whole school ICT and support through faculty
     Advise the resource management committee re ICT resources linked into new curricular
     Communicate with parents/carers if a child is involved in any significant incident
      involving misuse of school network
     Monitor electronic main within school, and enable access for staff and pupils
     Identify ICT planning and approaches for ICT support to curriculum
     Arrange for regular technical audits of hardware
     Oversee the content of the school website.

Support Service Manager/Head Technician

     Manages the school network, and monitors its use
     Liaises with ICT school coordinator regarding developments and requirements and liaises
      with support agencies
     Assists with resources needed for delivery of staff ICT training
     Manages usage of whole school computer suites with PT support.

ICT Support Team

This is a group of staff, both teaching and non teaching, who are formed through the
committee structure and provide support to departments. This is done using a faculty
approach in matters related to supporting the use of ICT to enhance learning & teaching. The
remit of this group is to:

     Review ICT polity and update in light of new developments
     Raise awareness of the applications of ICT to support learning & teaching
     Provide support to ICT coordinator in matters related to whole school ICT and advise
      SMT on matters related to whole school ICT
     Provide advice on resource planning, including upgrades and replacement
     Provide ICT support to staff in departments, through faculty structure
     Monitor and review ICT development planning targets
     Assist in maintaining software and hardware inventory record.

Principal Teachers

     Ensure that all staff are familiar with school policies related to ICT usage, and their
     Ensure that school/departmental ICT policy is reviewed and monitored in its use in
      curricular support
     Promote the use of ICT to support learning & teaching, where appropriate
     Ensure that departmental records are maintained related to hardware and software
     Use standard procedures, through senior technician, to order/service ICT equipment
     Provide support to staff in the development of their ICT skills through CPD/PRD
     Muse ensure that a central departmental record is kept of all software downloads from the
      internet and that all staff maintain a departmental class log sheet showing all class access
      to the internet
     Must ensure that they have provision for the safe storage of all ICT equipment
     Must maintain a record of software purchase and licences held in department
     Support staff in use of school administration systems
     Discuss with faculty DHT, curricular developments that requires ICT resource support.

School Librarian

     Provide access to staff and pupils in researching web based sites to support learning &
     Maintains inventory record of ICT resources
     Maintains electronic cataloguing of school resources
     Provides access to careers databases
     Maintains logs of access to internet by users.

Senior Technician

The senior technician provides support to the technician team and manages the provision of
resources to support learning & teaching
Ensures that development targets for ICT are achieved through management of ICT resources
Identifies from annual PRD process with technician team targets related to staff training for
development of ICT skills.

Technician Team

The technician team have specific remits in their own areas of specialism. The following lists
responsibilities related to ICT, working under the direction of the Senior Technician.

     To provide support in the delivery of the curriculum through ICT, in specific areas
     Operate ICT equipment and utilise software systems in specific areas
     Support staff and pupils in the use of ICT as required
     Provide first line maintenance of computer networking, hardware and software as
      appropriate to training provided and competence gained
     Assist with the management of stock taking, ordering and inventories
     Carry out inspection, maintenance and first line repairs on ICT equipment
     Provide support and advice to departments in operation of ICT equipment
     Provide advice to all staff regarding maintenance, purchase and use of equipment when
      formally requested
     Assist with day to day operation of ICT equipment owned by the Authority
     Maintain links with computer support centre through ICT Coordinator/Senior Technician
     Carry out installation of software and upgrades
     Maintain appropriate records of ICT equipment, both hardware and software and school
     Ensure that health and safety legislation is adhered to, in relation to ICT resources
     Liaise with teaching staff to ascertain ICT support requirements, after discussion with
      Senior Technician
     Provide advice and support to ICT Coordinator.


     Ensure that they follow the guidelines as outlined in the Arbroath Academy ICT Policy
     Must not access any computer without permission, and cannot access the internet without
      a teacher/librarian being present.

Parents and Carers

     Ensure that their children access the school network as outlined in the Acceptable Use

Appendix 2 – Copyright and Data Protection Acts

ICT Legislation for schools

All users of ICT resources and equipment in schools are required to comply with the
following related acts:

     Data Protection Act 1998 This act requires anyone handling personal information to
      declare their reasons for doing so as well as providing adequate security measures in
      protecting the identity and information of those people about whom the information is
      held. This applies to the information at any point in its collection, use, holding,
      destruction, deletion, or disclosure and must comply with the eight enforceable principles
      of the act. (For further information see Data protection and Security: a summary for
      schools, BECTA, 2004)

     The Computer Misuse Act 1990 and school ICT use The act means it is a criminal
      offence to gain unauthorised „access to computer material, unauthorised access with intent
      to commit or facilitate commission of further offences, [and] unauthorised modification of
      computer material.‟ Schools need to ensure they have an acceptable user policy (AUP) in
      place to prevent users from abusing their ICT privileges.

     The three main parts as identified above:

     Unauthorised access to computer material The act of accessing someone else‟s password
      without their knowledge or permission may be the lowest level of offence but is,
      nevertheless, illegal

     Unauthorised access with intent to commit or facilitate commission of further offences
      builds on the last element but is more serious in that it describes the act of accessing and
      using the data belonging to another person without their permission

     Unauthorised modification of computer material This includes making any changes to
      data, deleting or adding files, introducing harmful material to the computer or gaining
      access to unauthorised files elsewhere on the system

     Copyright, Designs and Patents Act 1988 This act protects the property rights of
      individuals‟ and organisations‟ work and how other people can use it. The breach of
      copyright is a serious offence and schools need to be aware of the implications of the act
      in their use of ICT. The act covers all digital and electronic works including web sites,
      CD-ROMs, software and databases. Schools need to ensure they have valid licenses for all
      software and CD-ROMs and are encouraged to promote appropriate use of other digital
      and electronic resources.

     It is an infringement of copyright to make an electronic copy without permission. This
      includes simply downloading and holding pages to view from the internet; however,
      provided the site is not password protected then accessed without permission it is
      generally understood that this is common use of the Internet. More importantly,
      unauthorised or unacknowledged use of text, audio or image files from the site is viewed
      as breach of copyright and is the same offence as copying and using printed material
      without permission or acknowledgement

     Telecommunications Act 1984 makes it an offence to send messages or other matter of an
      indecent, obscene, or menacing character by a public telecommunications system e.g. the

     Protection of Children Act Increased global access to the Internet means increased risk of
      exposure to children of inappropriate and perhaps indecent material. Safe Internet access
      and use should be encouraged by providing appropriate filtering mechanisms as well as
      following the principles of data protection to ensure acceptable use of pupil information
      and images within the educational context. Parental authorisation must be given for the
      use of pupil images in any form i.e. electronic or printed

     Acceptable Use policies All schools should have an Acceptable Use policy so that staff
      and pupils are aware of their rights and responsibilities regarding ICT use

Appendix 3 – How Good is Our School, quality Indicators

To assist us to evaluate how effectively we are using ICT, we will make use of the 6 quality
indicators (QIs) from the revised edition of How Good Is Our School? The QIs will help us to
     The extent to which the use of ICT enlivens the teaching process, encourages positive
      attitudes of learning, and increases the pace and depth of learning;
     Whether it provides our pupils with appropriate opportunities to take responsibility for
      their own learning, both in small groups and individually;
     Whether teachers have identified aspects of coursework in which pupils‟ individual needs
      can be met more effectively through the appropriate use of ICT;
     How well ICT resources are used to provide diagnostic support, support for learning and
      consolidation and extension tasks within curricular areas;
     Whether all Arbroath Academy staff have a clear, shared understanding of how ICT can
      be used to improve pupils‟ attainment within all curricular areas;
     The extent to which Arbroath Academy needs to carry out a further audit of the steps
      taken across the curriculum to ensure the development of pupils‟ skills in ICT, in
      particular to unsure that any discrete courses in ICT skills complement pupils‟ ICT-based
      coursework in a wide range of subjects; and
     The appropriateness and accessibility of ICT facilities in Arbroath Academy.


How Good Is Our School? Provides all the practical help needed to evaluate the quality of
education provided in Arbroath Academy.

How good is our school –

     Shows how the effective use of ICT in learning and teaching can improve the quality of
      pupils‟ experience;
     Summarises the key issues relating to developing the use of ICT in learning & teaching,
      with references to important sources of advice;
     Shows how we might reflect these issues in key questions which derive from the level 4
      illustration of the quality indicators chosen;
     Offers a structure to help us to collect evidence from more than one source to provide a
      robust basis for our evaluations; and
     Encourages us to weigh up the strengths and areas for improvement in what we observe,
      in order to come to an overall evaluation of the quality of provision in Arbroath Academy.

We can then use the evaluation and the evidence to plan for improvement and to report on the
standards and quality of what we have found.

Most recent publication:-

Improving Scottish Education, ICT in Learning Teaching, HMIe 2007


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