At Chew Stoke Church School it is our intention to enable children to find, explore, analyse, exchange and present information. We also focus on developing the skills necessary for children to be able to use information in a discriminating and effective way. We want children to know more, remember more and understand more in computing so that they leave primary school computer literate. Computing skills are a major factor in enabling children to be confident, creative and independent learners and it is our intention that children have every opportunity available to allow them to achieve this. We intend to build a computing curriculum that develops pupil’s learning and results in the acquisition of knowledge of the world around them that ensures 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. We have built a computing curriculum that prepares pupils to live safely in an increasingly digital British society where pupils can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems.



Chew Stoke Church School follows the Purple Mash scheme of work which covers the whole primary curriculum with a clear structure of progression building on children’s previous knowledge. It uses resources embedded within the platform which allows pupils to save, combine and import content which can be shared across the school safely. The Purple Mash platform is also used across the curriculum to embed the use of technology in other subjects.


In Early Years Foundation Stage

Children in our Early Years provision recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes. They will be exposed to the understanding of internet safety as they explore the world around them and how technology is an everyday part of their learning and understanding of the world.


They have opportunities to learn to:

                                                              Operate simple equipment.

                                                              Retrieve information from computers.

                                                              Complete simple programs on a computer.

                                                              Use ICT hardware to interact with age-appropriate computer software.


In Key Stage 1

To understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions.

To create and debug simple programs and use logical reasoning to predict the behaviour of simple programs.

How to use a range of technology purposefully to create, organise, store, manipulate and retrieve digital content as well as recognise common uses of information technology beyond school.

To 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.


In Key Stage 2

To design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts.

To use sequence, selection, and repetition in programs, use logical reasoning to explain how some simple algorithms work and correct errors in algorithms and programs.

To understand computer networks, including the internet, and the opportunities they offer for communication and collaboration. They will use search technologies effectively, learn to appreciate how results are selected and ranked, and be discerning in evaluating digital content.

To select, use and combine a variety of software (including internet services) on a range of digital devices to create a range of programs, systems and content that accomplish given goals.

To use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.


Whole School

Teaching and learning should facilitate progression across all key stages within the strands of digital literacy, information technology and computer science. Children will have the opportunity to explore and respond to key issues such as digital communication, cyber-bullying, online safety, security, plagiarism and social media. Wider Curriculum links and opportunities for the safe use of digital systems are considered in wider curriculum planning. The importance of online safety is shown through displays within the learning environment. Parents are informed when issues relating to online safety arise and further information/support is provided if required. As well as opportunities underpinned within the scheme of work, children will also spend time further exploring the key issues associated with online safety.



Our Computing Curriculum is high quality, well thought out and is planned to demonstrate progression. Children will be confident users of technology, able to use it to accomplish a wide variety of goals, both at home and in school. Children will have a secure and comprehensive knowledge of the implications of technology and digital systems. This is important in a society where technologies and trends are rapidly evolving. Children will be able to apply the British values of democracy, tolerance, mutual respect, rule of law and liberty when using digital systems.


If children are keeping up with the curriculum, they are deemed to be making good or better progress.


                                We measure the impact of our Computing Curriculum by the following methods:

                                Pupil discussions and interviewing the pupils about their learning (pupil voice).

                                Moderation staff meetings with opportunities for dialogue between teachers.

                                Evidence from the Purple Mash software.

                                A reflection on standards achieved against the planned outcomes.

                                Learning walks and reflective staff feedback (teacher voice).

                                Dedicated Computing leader time.