Intent

At South Ascot Village Primary School, we are committed to providing a high-quality computing education that equips our pupils with the knowledge, skills and understanding to thrive in an increasingly digital world. Our computing curriculum is designed to give all learners the knowledge they need to achieve and thrive in later life, preparing them to be confident, responsible and safe users of technology.

We aim to ensure that all pupils:

• Develop computational thinking and problem-solving skills;
• Become digitally literate and responsible citizens;
• Create and communicate effectively using technology.

Our curriculum covers the statutory requirements set out in the national curriculum and is designed to give pupils the knowledge they need to take advantage of opportunities, responsibilities and experiences in later life. Using the Kapow computing scheme, we ensure clear progression from EYFS through to Year 6 across all strands of computing: computer science, information technology and digital literacy.

We recognise that children are growing up in a digital world where for many young people the distinction between the online world and other aspects of life is less marked. Our curriculum reflects this reality and prepares pupils for the opportunities and challenges they will encounter.

Implementation

Implementation:

We have adopted the Kapow Primary Computing scheme to ensure comprehensive coverage of the national curriculum. The scheme provides:

• Clear progression across all year groups from EYFS to Year 6;
• Well-sequenced lessons that build on prior knowledge;
• Resources and activities that are engaging and age-appropriate;
• Assessment materials to track pupil progress.

Our computing curriculum covers five key strands, taught through Kapow units:

1. Computing systems and networks: Understanding how computers and networks work;
2. Programming: Creating and debugging programs using tools like Scratch Jr, Scratch, and block-based coding;
3. Creating media: Using technology to create digital content (graphics, video, audio, presentations);
4. Data and information: Organising, searching and presenting data;
5. Online safety: Taught throughout all units and as discrete lessons.

Our approach to teaching is based on an evidence-informed understanding of effective teaching and how pupils learn. Teachers present information clearly, promote appropriate discussion, check pupils' understanding systematically, identify misunderstandings and adapt teaching as necessary to correct these misunderstandings.

Staff teach the curriculum in a way that allows pupils to transfer key knowledge to long-term memory. Teaching is sequenced so that new knowledge and skills build on what has been taught before and pupils can work towards clearly defined end points. In computing, this means:

• Breaking down problems into smaller parts (decomposition);
• Identifying patterns (pattern recognition);
• Creating step-by-step solutions (algorithms);
• Focusing on important information (abstraction).

Computing lessons are practical and interactive, with pupils having regular access to devices. Pupils learn by doing, experimenting, making mistakes and refining their work.

Online Safety Education

Our online safety teaching covers age-appropriate content:

• EYFS/KS1: Keeping personal information private, asking for help, appropriate online behaviour;
• Lower KS2: Recognising online risks, understanding that not everything online is true, managing online friendships;
• Upper KS2: Critical evaluation of online content, understanding how data is used, recognising manipulation and pressure online.

Assessment and Monitoring

Leaders and teachers consider the most important knowledge and concepts that pupils need to know and focus on these; they prioritise feedback, retrieval practice and assessment. Evidence informs the school's approach to assessment; for example, assessment is used to help pupils embed and use knowledge fluently, to check understanding and inform teaching.

Teachers assess pupils' computing knowledge and skills through:

• Observation during lessons;
• Review of pupils' digital work and projects;
• Questioning and discussion;
• Kapow assessment tasks.

Tracking progress

The computing lead monitors progress across the school through:

• Learning walks and lesson observations
• Review of pupils' work samples
• Discussions with pupils about their learning
• Analysis of assessment data
• Teacher feedback on curriculum implementation

Staff Development

Building expertise

Leaders ensure that staff have access to high-quality, evidence-informed, sustained and coherent professional learning programmes that build expertise and are aligned to balance the priorities of whole-school improvement, subjects/teams/phases and individual needs.

We support staff through:

• Regular CPD sessions on computing teaching and online safety;
• Access to Kapow training materials and resources;
• Opportunities to observe good practice;
• Support from the computing lead;
• Access to external training and networks.

Impact

Pupil Outcomes

Knowledge and skills

Pupils have the age- and phase-appropriate knowledge and skills they need to progress to the next stage of learning Ofsted State-Funded School Inspection Toolkit. By the end of their time at South Ascot Village Primary School, our pupils will:

In Computer Science:

• Understand and use algorithms and logical reasoning;
• Write and debug programs with increasing complexity;
• Use sequence, selection and repetition in programs;
• Work with variables and various forms of input and output;
• Understand how computers and networks work.

In Information Technology:

• Use a range of applications to create, organise and manipulate digital content;
• Select appropriate tools for specific purposes;
• Combine different forms of media effectively;
• Understand how to search, organise and present information.

In Digital Literacy:

• Use technology safely, respectfully and responsibly;
• Recognise acceptable and unacceptable online behaviour;
• Identify online risks and know how to report concerns;
• Understand how their online actions can affect others;
• Critically evaluate digital content.

Pupil Attitudes and Behaviour

Engagement and enjoyment

Pupils demonstrate:

• Enthusiasm for computing lessons and willingness to try new things;
• Resilience when facing challenges, particularly when debugging programs;
• Confidence in using technology for learning across the curriculum;
• Pride in their digital creations and achievements.

Collaborative skills

Pupils work effectively with others, sharing ideas, supporting peers and giving constructive feedback on digital work.

Responsible digital citizenship

Pupils become responsible, respectful and active citizens who can play their part in public life as young people and adults. They demonstrate safe and responsible use of technology both in school and at home.

Progression and Readiness for Next Steps

Transition to secondary school

Pupils have the necessary knowledge, skills and/or qualifications for the next stage of their education, employment or training. Our Year 6 pupils leave with:

• Strong foundational computing skills that prepare them for KS3;
• Confidence in using technology for learning;
• Understanding of online safety that will protect them as they gain more independence online;
• Computational thinking skills that support problem-solving across subjects.

Wider Impact

Cross-curricular application

Pupils confidently apply their computing skills across the curriculum:

• Using digital tools for research in history and geography;
• Creating presentations and multimedia content;
• Using data handling skills in science and maths;
• Programming to support learning in maths and design technology.

Personal development

The school supports pupils to develop the knowledge and skills they need for participation and success in later life. Through computing, pupils develop:

• Problem-solving and logical thinking skills;
• Creativity and innovation;
• Resilience and perseverance;
• Collaboration and communication skills;
• Digital skills that are essential for modern life and future careers.

Evidence of Impact

We measure the impact of our computing curriculum through:

Qualitative evidence:

• Pupil voice showing confidence, enjoyment and understanding;
• Quality of pupils' digital work and projects;
• Teacher observations of pupil engagement and progress;
• Parent feedback on pupils' computing skills and online safety awareness.

Quantitative evidence:

• Assessment data showing progress across year groups;
• Tracking of coverage and progression through Kapow units;
• Monitoring data from learning walks and work scrutiny.

Continuous improvement

Leaders understand the school's context, strengths and areas for development. They have a clear rationale for their improvement priorities and largely take appropriate action to drive improvement across all key stages and areas of the school's work. We regularly review and refine our computing curriculum to ensure it continues to meet the needs of our pupils and prepares them for an ever-changing digital world.

Monitoring and Review

This Intent, Implementation and Impact document is reviewed annually by the computing lead in consultation with staff, pupils, governors and parents. Any updates reflect changes in technology, curriculum requirements, and our pupils' needs.