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North Cadbury Church of England Primary School

‘To be the best we can be’

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North Cadbury Church of England Primary School

‘To be the best we can be’





Purpose of study


A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world. Computing has deep links with mathematics, science, and design and technology, and provides insights into both natural and artificial systems. The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work, and how to put this knowledge to use through programming. Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content. Computing also ensures that pupils become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital world.



The national curriculum for computing aims to ensure that all pupils:

  • can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation
  • can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems
  • can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems
  • are responsible, competent, confident and creative users of information and communication technology.


Key stage 1

Pupils should be taught to:

  • understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions
  • create and debug simple programs
  • use logical reasoning to predict the behaviour of simple programs
  • use technology purposefully to create, organise, store, manipulate and retrieve digital content
  • recognise common uses of information technology beyond school
  • use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies.


Key stage 2

Pupils should be taught to:

  • design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
  • use sequence, selection, and repetition in programs; work with variables and various forms of input and output
  • use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs
  • understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration
  • use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content
  • select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information
  • use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.


What does this look like at North Cadbury Primary School?


We developed our whole-school computing scheme of work in collaboration with the e-Learning and Information Management (eLIM) Service.  It is based on the Somerset Model for Primary Computing with five areas of learning:

How do we plan for progress in computing?


Our computing scheme of work was designed in collaboration with the SSE eLearning and Information Management Services, and the planning is in accordance with their 'I Can' statements which are both used to assess progress against, but also to inform planning to ensure progress.  


Supplementing our computing planning, we ensure all children have the opportunity to develop their basic skills, alongside computational thinking skills, in order to use technology confidently to support their learning across the curriculum.


How do we promote e-safety?


Alongside discrete units of e-safety learning in computing lessons, we utilise ActiveBytes to embed e-safety across the curriculum with half-termly assemblies, certificates of achievement and regular communication with the school community on current issues that may affect our learners. The ActiveBytes 'I Can' statements for e-safety for each year group are below.



As a key part of our Relationships and Health Education (RHE) offer and to ensure our pupils can thrive within the connected world which they are a part of, we embed the objectives from Education for a Connected World (which is a framework to equip children and young people for a digital life) across the curriculum wherever possible. It is also embedded into the ActiveBytes offering.

Further e-Safety Advice


We involve parents and carers by:

  • sharing resources, news activities and events via social media, newsletters, handouts and email;
  • organising and inviting parents to online safety sessions, using external visitors.


The e-Safety advice (which is updated regularly) and news can be found on this page of your website: LINK

What would you see in a computing lesson?


In a computing lessons at North Cadbury School, you will see the sequence of lessons and activities are well-planned, and that teachers use a range of computing resources; we have Cromebooks, Microbits, Beebots, Lego WeDo, video cameras, digital cameras, iPads and Kindle Fire 7s for the dedicated use of the pupils. You will see pupils who show positive attitudes towards the subject and working constructively with others and who demonstrate high levels of originality, imagination, creativity and innovation in their understanding and application of skills in computing. Alongside this, you will see teachers communicating their high expectations, their enthusiasm and their passion about computing to pupils; they challenge and inspire pupils to produce the best work they can do.



How do we evidence computing?


At North Cadbury Primary, we evidence our computing work on Tapestry using a hashtag and share our successes as a whole class as well as evaluating what we could do to improve our work where needed. Many of the posts are shared with parents so that they can also share in their child's accomplishment.


Which hashtags do we use to signpost work on Tapestry?







How do we assess computing?


We use Teacher Assessment at the end of the academic year to children's progress in computing by assessing them against our 'I Can' statements as well as the challenges in-built into each lesson that are at three levels: Bronze, Silver and Gold. 


We also use open-ended challenge, once per term, to provide an opportunity for learners to make use of the computational thinking they have developed through programming activities to build mastery of computing.  Computational thinking supports learners to develop independent learning in all areas of the curriculum.



How do we tailor the learning to all students?


Differentiation is planning to ensure that all students in the class can understand and make progress in their learning.  At North Cadbury Primary School we ensure: all students have the opportunity to explore the key concepts and achieve success, we use frequent formative assessment is used in order to monitor students’ progress, teachers are flexible about how they group students by giving them the opportunity to work alone, with different people or as a whole class and students are actively engaged in activities that will enable them to achieve success. We believe that differentiation is related to differential learning gains rather than focusing on attainment levels. Students who are making progress, regardless of their starting point, will need different opportunities from those who are not.

List Of Computing Resources


We ensure that children are exposed to a variety of different technologies to reflect the diversity they will experience in later life and education, embedding it into daily practice where possible:



Raspberry Pi

Lego WeDo

Kindle Fire HD 7 (used mainly in UKS2)

Apple iPads (used mainly in KS1)

Chromebooks (used mainly in LKS2)

Digital cameras and video cameras


Key Documents