Computing

Computing at Bryn St Peter’s 

Intent

At Bryn St Peter’s, our intent is to provide a high-quality, progressive Computing curriculum that equips pupils with the knowledge, skills and understanding they need to thrive in an increasingly digital world. We aim for all pupils to become confident, responsible and creative users of technology who can apply computational thinking to solve problems and express ideas.

Our curriculum:

• Meets the full requirements of the National Curriculum.
• Builds essential skills in computer science, information technology and digital literacy.
• Ensures pupils develop safe, respectful and responsible online behaviours.
• Provides clear progression from Reception to Year 6.
• Builds digital fluency that supports learning across the wider curriculum.
• Reflects our school values of responsibility, resilience, curiosity and creativity.

Purple Mash is used as our core scheme to ensure consistency, structure and high-quality resources, while allowing teachers flexibility to adapt learning to the needs of their pupils.

Implementation

Computing is taught discretely each half term using the Purple Mash scheme of work, supported by meaningful cross-curricular links. This ensures coverage of coding, digital literacy and information technology in a coherent sequence.

Teaching across the school includes:

• EYFS: play-based exploration using Purple Mash tools, programmable toys and role-play to develop early coding, problem-solving and digital creativity.
• KS1: simple coding, digital content creation, safe use of technology and basic information-handling skills.
• KS2: increasingly complex programming using variables, selection and repetition, alongside spreadsheets, databases, simulations, blogging, multimedia and research skills.

Effective implementation is supported by:

• High-quality modelling and guided practice.
• Scaffolded Purple Mash tasks with multiple levels of challenge.
• Use of laptops, iPads, Kindles and classroom interactive screens.
• Securus filtering and monitoring to ensure safe online access.
• Adaptive teaching approaches for SEND, EAL and greater depth learners, including assistive technologies where needed.
• Staff CPD delivered by the Computing Subject Leader.
• Integration of online safety throughout the curriculum.

Work is stored digitally through Purple Mash, enabling ongoing assessment, reflection and evidence of progression.

Impact

The impact of our Computing curriculum is evident in the knowledge, skills and confidence pupils demonstrate by the time they leave Year 6. Pupils:

• Understand and apply key principles of computer science.
• Use a range of devices and software confidently and purposefully.
• Solve problems using computational thinking.
• Create, edit and evaluate digital content effectively.
• Demonstrate safe, respectful and responsible behaviour online.
• Are well-prepared for the digital demands of secondary education and life beyond school.

Impact is measured through:

• Formative assessment during lessons and through Purple Mash tasks.
• Summative assessment at the end of units.
• Digital portfolios demonstrating progress over time.
• Teacher observations, questioning and discussions with pupils.
• Monitoring by the Computing Subject Leader through lesson visits, work samples and pupil voice.

Computing Inclusion Statement

At our school, we are committed to creating an inclusive environment where every child feels valued, respected, and able to achieve their full potential. We recognise that all pupils are unique, with different strengths, needs, backgrounds and learning styles. We actively promote equality of opportunity and aim to remove barriers to learning so that all children can participate fully in school life.

We celebrate diversity and foster a culture of kindness, understanding, and mutual respect. All staff work collaboratively to support pupils’ academic, social, and emotional development, ensuring that every child feels safe, supported and included.

Computing Adaptation Statement

We understand that some pupils may require additional support or adjustments to access the computing curriculum effectively. Teaching is therefore adapted to meet the individual needs of all learners through a range of strategies, including adapted tasks, flexible teaching approaches, targeted interventions, and the use of appropriate resources or assistive technologies. We also work closely with parents, carers, and external professionals to ensure that adaptations are meaningful, inclusive, and responsive to each child’s needs.  Further details of this can be found within the computing policy.

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