Curriculum Computing




ICT is changing all our lives and none more so than for pupils at Ravenshall.  We endeavour to equip pupils with skills which enable them to communicate freely their own thoughts and ideas.  ICT skills are a major factor in developing children’s learning throughout their time with us.  They are introduced to technology in Early Years using a Smart Interactive Board, Touch Screens, Teach & Effect Toys and our Sensory Room, whilst Primary pupils enjoy access to iPads and cameras.  All pupils from Key Stage 2 upwards have a designated time in one of our two ICT Suites.

Ravenshall has installed Interactive Whiteboards in all classrooms to encourage the use of ICT throughout the Curriculum, embedding its use in all aspects of daily teaching and learning.  We recognise that all classes have children with widely differing ICT abilities; this is especially true when some children have access to ICT equipment at home whilst others have not. 

Our school has a On-line Safety policy and pupils are taught early on in their education the dangers of the Internet and are expected to comply to our safe use guidance with consequences for non-compliance.

ICT contributes to teaching and learning in all curricular areas, for example graphics work links closely to art, the use of databases and spreadsheets support work in numeracy, whilst the internet proves very useful for research in science and humanities.  ICT is a major contributor to the teaching of literacy. Through the development of keyboard skills and the use of computers, children learn how to edit and revise texts and how to improve the presentation of their work by using desktop publishing software.  We also have netbooks and a bank of laptops available for use in the classroom when the ICT suites are busy.  Key Stage 3 pupils follow a themed curriculum in ICT whilst Key Stage 4 works towards an AQA Functional Skills Award.

Ravenshall subscribes to Education City, Lexia and Purplemash on the internet:


Education City

Education City is a fun way for children to learn and is packed full of educational games it covers Numeracy, Literacy, Science and Languages from the ages of three years upwards.  This web site can be accessed at home for a free trial should you wish to take a look.


Lexia is a Phonics Reading Software which pupils use independently, is age appropriate and a great motivator for those pupils who may be reluctant learners. Lexia is used within a literacy lesson providing teachers with instant feedback on progress made.

Purple Mash

Purple Mash is an award winning site which is filled with educational activities in the form of projects, games, apps and tools.  Being hosted online you and you family are able to access Purple Mash at anytime from home, using your child’s own logon.  There is also a link to Purple Mash on the homepage of the Ravenshall website.

The Learning Zone

The Learning Zone: an exciting new project is an enhanced media technology based learning resource for pupils to be more creative.  More information will be made available soon.  Watch this space!!


Information and Communications Technology (ICT) is concerned with the storage, processing, presentation and communication of information by electronic means. This includes the measurement, modelling and control of external events. ICT continues to evolve very quickly and has now become firmly entrenched in many aspects of everyday life, both at home and in the workplace.  For pupils with special educational needs, ICT is a particularly relevant tool in supporting their learning and enabling access to a wider curriculum base.

 As ICT underpins today’s modern lifestyle it is essential that all pupils gain the confidence and ability, that they need in this subject, to prepare them for the challenge of a rapidly developing and changing technological world. The use of ICT will also enhance and extend children’s learning across the whole curriculum whilst developing motivation and social skills.

Aims of ICT

At Ravenshall School our aims are that:

  • All pupils will have equal, inclusive  access to ICT facilities and curriculum;
  • ICT be presented as a creative and fascinating process in which children are encouraged to use their own initiative, imagination, reasoning and investigative skills;
  • Children appreciate the relevance of ICT in our society and that they see it as an essential tool for learning, communication, finding information and for controlling and understanding their environment;
  • Children receive equal opportunity to develop their ICT capability, with the use of ICT being planned for in line with its status as a core National Curriculum subject;
  • Differentiation is planned for in each area of the ICT curriculum so that children achieve to the best of their ability;
  • Children learn to work individually and collaboratively;
  • Children have a heightened interest and awareness of ICT through the regular display of their ICT enhanced work in the classrooms and around the school, and the positive role modelling of staff towards an appropriate use of ICT.

Present resource provision

The 11-16 phase of school has a main teaching resource ICT suite.  This is currently equipped with 13 networked PCs and every student has access to a PC in every lesson setting; each student has their own networked folder of work which is accessible throughout the school on any computer.  The suite is equipped with a networked high-speed colour laser printer, enabling students to view their finished work promptly.  Recently an interactive whiteboard was installed in the ICT suite and currently students are using new learning resources associated with this technology.

All teaching classrooms in both phases are fitted with interactive whiteboards.

In the Foundation Stage classroom, an interactive whiteboard and projector are controlled by a specially mounted laptop in order that pupils cannot misuse the computer.

The school has followed a policy over the years of ensuring that every classroom and teaching area has a networked PC and access to a networked printer for the use of teaching staff/ ETAs and pupils.  The administration team is supported by the use of 4 PCs connected to laser printers for administration duties, Integris use and electronic registering of pupils.

Additionally there is a variety of other ICT equipment in school including; Roamers, Lego robots, scanners, tape recorders, CD players, radios, televisions, videos, headphones, sensors and detectors.

A variety of software is available for all machines. This is standardised in the ICT suite but discretionary installations are approved in other teaching areas to reflect curriculum direction.

To ensure that copyright laws are adhered to, staff, pupils and parents are not permitted to run software brought in from outside school on school machines.

An Internet policy has been developed (Kirklees wide) in order to allow the safe and efficient use of the Internet for both staff and pupils in an educational context.  A summary of this agreement is included in the information for parents’ booklet.  The ICT co-ordinator (Mr S Caines) has attended a Child Exploitation and Online Protection course (CEOPs) and the principles therein are strictly adhered to.  Pupils are taught the possible dangers of online information sharing and the school network will not allow any pupil to join peer to peer or social networking sites.


The QCA Exemplar Scheme of Work has been gradually implemented from September 2001.  Key Stage 3 pupils use QCA schemes based on their chronological age but which ‘back-track’ to earlier schemes in line with their academic ability in line with their learning difficulties.  Key Stage 4 pupils use AQA schemes of work and will work towards a nationally accredited Entry Level Certification Award.  Additionally, Key Stage 4 pupils work towards accreditation in the ASDAN award scheme with a portfolio of work assembled over 2 years.

  • Planning for ICT follows the whole school inclusive approach to planning documentation and is available for staff and parents to view where desired.
  • Staff confidence and expertise has been developed through training sessions provided by the ICT Co-ordinator, and external agencies.  
  • ICT support is a vital element in enabling delivery of the curriculum.  The current practice in school is to ‘buy in’ the services of a technician for two days each week.  This service is reviewed annually.  Support will be given, wherever possible, for teaching staff and ETAs in maintaining hardware and installing approved software.  This support is to be co-ordinated by the ICT co-ordinator who directly manages the support technician.


All children will have inclusive access to the use of ICT regardless of gender, race, cultural background or physical or sensory disability. Where use of a school computer proves difficult for a child because of a disability, the school will endeavour to provide specialist equipment and software to enable access.  Ravenshall School caters for pupils with varying degrees of learning difficulty/disability.  The learning needs and access to all parts of the curriculum can be enhanced and encouraged by appropriate use of ICT.  Similarly, their motivation can be heightened and they are likely to improve the accuracy and presentation of their work, in turn, raising their self-esteem.

ICT is a skills-based subject and as such students have to learn new skills based on their current ability at any given time.  This means that ability appropriate rather than age appropriate materials are taught at all times.




Health and Safety (including digital safety)

There is a current Risk Assessment in place regarding ICT and this will be reviewed annually.

Pupils are not to be responsible for moving heavy equipment around the school.

Food and drink should not be consumed near ICT equipment and pupils are to be made aware of the dangers of electrical devices and their correct safe use.

It is the responsibility of staff to ensure that classroom ICT equipment is stored securely, cleaned regularly and that their class or themselves leave the ICT Suites clean and tidy after use.

Staff should ensure that the children are seated at the computers comfortably and be aware of the dangers of continuous use (e.g. eye/wrist strain etc).

An adult should always supervise children when they are accessing information via the Internet. The service provider does filter information but supervising staff are ultimately responsible for information accessed by pupils.

Pupils and staff should all be aware and reminded of the agreement regarding safe use of ICT and the Internet.

Safeguarding Children :

An Internet policy has been developed (Kirklees wide) in order to allow the safe and efficient use of the Internet for both staff and pupils in an educational context.  A summary of this agreement is included in the information for parents’ booklet.  The ICT co-ordinator (Mr S Caines) has attended a Child Exploitation and Online Protection course (CEOPs) and the principles therein are strictly adhered to.  Pupils are taught the possible dangers of online information sharing and the school network will not allow any pupil to join peer to peer or social networking sites.


Assessment and record keeping

On-going formative assessment is an integral part of good practice. Its main purpose is to enable the teacher to match work to the abilities and needs of the children and ensure progression in learning.

ICT capability should be monitored regularly in relation to the QCA requirements. Teachers should assess module requirements with reference to children’s knowledge, understanding and skills. Other opportunities for assessment may arise from cross-curricular work.

Assessment takes places via an assessment document produced by the collaborative work of all ICT co-ordinators in Kirklees special schools.  Assessment takes place throughout the year and is recorded as skills learned in each academic year.

Samples of work should be kept for each child. These can be stored:

  • on the pupils hard drive in a folder;
  • as a hard copy.

Samples may be annotated or a written record kept, stored in the above ways

Links to the school development plan

  • The ICT Co-ordinator produces an action plan each year outlining the targets for that year.
  • An audit of resources is undertaken yearly to ensure that hardware and software are kept as up to date as possible and that obsolete or broken machines are scrapped or repaired.  The current replacement cycle is a maximum of 5 years and a desired 3 years.

Staff training needs will be met by:

  • Auditing staff skills and confidence in the use of ICT;
  • Arranging training for individuals as needs are identified;

The ICT Co-ordinator should attend courses and support and train staff as far as possible.

Review and evaluation procedures

The everyday use of ICT is developing rapidly, with new technology being produced all the time. This policy therefore will be reviewed and revised on a yearly basis. The ICT Co-ordinator will liaise with staff, both at staff meetings and informally, to monitor the effectiveness of the policy and the QCA Scheme of Work.

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