ICT in Schools Conference – 27 th April 2006 Primary Update Local and National Ian Brewer

ICT in Schools Conference – 27 th April 2006 Self Review Framework Launched March 2006 Brings together –Previous Becta matrix –Common Evaluation Framework –Naacemark

ICT in Schools Conference – 27 th April 2006 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.

ICT in Schools Conference – 27 th April 2006 Self Review 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. Leadership and Management Curriculum Learning & Teaching Assessment Professional Development Extending Opportunities for Learning Resources Impact on Pupil Outcomes

ICT in Schools Conference – 27 th April 2006 Developing the framework Leadership and ManagementNCSL CurriculumStrategies Learning and teachingBecta AssessmentQCA Professional DevelopmentTDA Extending LearningBecta ResourcesBecta Impact on pupil outcomesOfsted

ICT in Schools Conference – 27 th April 2006 Framework interface

ICT in Schools Conference – 27 th April 2006 The Grading

ICT in Schools Conference – 27 th April 2006 Action Planning

ICT in Schools Conference – 27 th April 2006 Benchmarking

ICT in Schools Conference – 27 th April 2006 National ICT Mark

ICT in Schools Conference – 27 th April 2006 Element 5Professional Development - CPD 5b The provision of professional development opportunities for ICT Range of development opportunities Most development for ICT tend to be course based. Some attempt is made to widen the range of development opportunities, but these are generally limited in scope, type and relevance. A range of development opportunities are provided that meet the needs of some, but not all staff. A wide range of development opportunities are provided both within and out of school which meet the individual needs and styles of most staff. A wide range of innovative approaches to staff development are used that incorporate face-to-face and online provision. These provide a model for other schools. Quality of professional development Professional development takes place according to what’s available at the time with no real regard to quality and/or relevance to staff or school need. Professional development is generally ad hoc and does not link to the ICT resources available in the school, current practices or have a positive impact on staff attitude to ICT. Professional development activities are well planned and executed at an individual level, but are not always timely, linked to the school’s ICT resources or effective in developing staff practices with ICT. Professional development activities for all staff are timely, and closely linked to the school’s ICT resources and current practices. They are well-focused, engaging, effective and address the confidence levels of individuals. Professional development activities for all staff are innovative, of high quality and linked to the school’s current and future ICT resources and practices. Sharing effective practice There may be some sharing of effective practice between individual members of staff on an ad hoc basis The sharing of effective practice of ICT use is encouraged during staff meetings but still works only at an individual level. Individual staff development incorporates the sharing and wider adoption of effective practice. Sharing of effective practice occurs across the school and on a planned and reciprocal basis, with other schools. The school has developed innovative approaches to the sharing of effective practice within and beyond the school and makes use of the technology itself to achieve this.

ICT in Schools Conference – 27 th April 2006 National ICT Mark …. Demonstrates commitment to continual improvement through ICT Externally assessed Nationally agreed standards and threshold Tried and tested – 20 pilot schools. First 200 awarded at BETT ‘The process has been time consuming but there is little doubt that the framework is an effective tool for identifying strengths and areas for development within schools’

ICT in Schools Conference – 27 th April 2006 Accreditation Based on schools own review using the Self Review Framework Apply for assessment when ready Register of trained accredited assessors Small charge for assessor time ‘We are delighted to receive the ICT Mark. It recognises our approach to ICT and the positive impact that it is having on our whole school life.’

ICT in Schools Conference – 27 th April 2006 Funding This guidance advises schools and Local Authorities (LAs) on using specific grants for learning, teaching and managing with ICT over This is a transition year for the ICT funding as we move to a new method of funding and this is outlined below. ublications&ProductId=DFES &

ICT in Schools Conference – 27 th April 2006 Funding The main change is to the former Grant 31a which, from is divided into two separate grants. The capital grant element of Grant 31a merges with Devolved Formula Capital (DFC) and the revenue element (previously the Local Authority matched funding) is part of the new School Development Grant (SDG).

ICT in Schools Conference – 27 th April 2006 Electronic Learning Credits (eLCs) There are no changes to the use of this grant. eLCs are paid to LAs as a ring-fenced Standards Fund capital grant (which may be supplemented by spend from the schools’ DFC grant) for the purchase of digital teaching and learning materials.

ICT in Schools Conference – 27 th April 2006 Funding “The changes made to funding for ICT provide schools with greater flexibility and autonomy in how they decide to spend funding for the full range of learning technologies. Although included within it, there is no separately identifiable allocation for ICT within DFC and SDG – decisions about how much a school decides to spend on ICT should be based on their own individual needs and priorities.”

ICT in Schools Conference – 27 th April 2006 Learning Platforms The term learning platform describes a broad range of ICT systems used to deliver and support learning. The government’s target is that all pupils will be able to access a personalised online workspace, capable of supporting an e-portfolio, by dbw-en&pn=1&rpp=1&ShowHide=4&Area=1

ICT in Schools Conference – 27 th April 2006 Communication Learning Resources E-Portfolios MLEs MIS Personalised Space Collaboration User Directory

ICT in Schools Conference – 27 th April 2006 Communication Learning Resources E-Portfolios MLEs MIS Personalised Space Collaboration User Directory SWGfL’s Matrix will seek to draw together access to: …so that schools can achieve a Learning Platform

ICT in Schools Conference – 27 th April 2006 SWGfL’s unique part to play : Provide the ‘glue’ Provide core tools Connectivity Aggregation Advice and brokering Enable collaboration and communication locally / regionally/nationally age=briefings

ICT in Schools Conference – 27 th April 2006 …By providing the ‘glue’ and core services through: Single sign on (shibboleth) Integration with schools’ Management information systems Interoperability Broadband connectivity Aggregation Content repositories Resource Finder Collaboration tools Expertise and guidance Support

ICT in Schools Conference – 27 th April 2006 A day in the life of the SWGfL Learning Platform…. A teacher logs on to access pupil attendance information for parents’ evening Governors log on to download the agenda for the next meeting A pupil logs on to follow a lesson at another school, and contributes through VC A parent logs on at work to access their child’s information for parents’ evening SWGfL Matrix

ICT in Schools Conference – 27 th April 2006 Hands on Support

ICT in Schools Conference – 27 th April 2006 ICT Assessment QCA

ICT in Schools Conference – 27 th April 2006 ICT Assessment Dorset Working Party developing materials to give practical guidance to teachers on recognising aspects of ICT capability in pupils – based on “Building a picture of what children can do …” Launch and publication – November 2006

ICT in Schools Conference – 27 th April 2006 Content Caching 5.13 Where an LA has connected all of its schools at the minimum standard of 2 Mbps symmetrical, and has plans to connect those schools that require higher bandwidths (typically secondaries at 8 Mbps) by 2006, then it may apply to the Department to use the funding in one or more of the following ways: b. To implement content delivery and caching services in schools

ICT in Schools Conference – 27 th April 2006 Smartboard 9.5 free download:

ICT in Schools Conference – 27 th April 2006 Promethean Centre of Excellence

ICT in Schools Conference – 27 th April 2006 SLICT Important notice about SLICT funding Future funding for the SLICT programme is yet to be confirmed. However, we anticipate that programmes will be running in autumn If you would like to register your interest, please fill out the registration form below and we will contact you in due course.