Harnessing Technology: A briefing for Governors

1. Harnessing Technology:A briefing for Governors Noel Fowler Regional Delivery Manager noel.fowler@becta.org.uk 0782 781 9098 April 2009

2. Becta is the government agency leading the national drive to ensure the effective and innovative use of technology throughout learning.

3. The e-confident school This step-change will enable learners to take greater control of their learning through access to learning resources at any time, and from anywhere.

4. Agenda • Next Generation Learning • Home Access • Parental Engagement • Safeguarding • Self Review

6. What is Next Generation Learning? • It is aiming to raise the effective use of technology for learning amongst learning providers

7. Where learners are now – from this

8. Learner outcomes – to this

9. Most preferred ways to learn Which three of the following ways do you prefer to learn? Source IPSOS Mori Base: All pupils (2,417)

10. Common classroom activities Which three of the following do you do most often in class? Source IPSOS Mori

11. For young people, technology is a way of life Communication Entertainment Education Personal Management

12. Young people: internet use rises at ages 10 and 13

13. ...unlike their parents!

14. So, for young people, technology has to be a part of their learning Learner Entitlement – closing the gap E-confident system Universal access - family and informal learning Professional tools for teaching Mobilising Technology Leadership Sustainable, personal technology

15. Internet Public Relations Advertising Partnership Engine Room PR Online Proactive PR / Events Offline

16. Home Access Programme

17. The challenge - narrowing the gap • Three quarters of a million households with children lack an ICT device and even more homes lack high quality connectivity • Lower income households are most likely to lack home access reducing opportunities to support parental engagement and compounds social exclusion • Schools find it to difficult to build on existing ownership and access • Evidence demonstrates that penetration is slowing • The digital divide is not reducing fast enough.

18. Disadvantaged Part/whole funding or more relevant offer Specific support forparticular needs Removal of barriers to access Cannot afford home access Audiences and benefits Have home access Can afford home access but yet to be convinced Benefits for all Improved educational services e.g. real time reporting, ‘anytime, anywhere’ learning Increased educational attainment Improved parental engagement Access to guidance and support Confidence in suitable and safe home access equipment Better signposting to services Without access Economic benefits Flexible access to online services Improved links and communication

19. Home Access - the vision “To ensure that all pupils aged 5 to 19 in state maintained education in England have the opportunity to have access to computers and internet connectivity for education...at home” Jim Knight Minister of State for Schools and Learners Home Access Taskforce principles • System wide and education led • Learner and parent focused • Minimising the burden to schools and LAs • Sustainable and long term • More joined up across departments and initiatives • Funding targeting the disadvantaged

20. Home Access Taskforce proposals For there to be benefits • for all learners • for all parents • for all learners and parents • for families with low incomes & children with specific needs by • maximising the benefits of home access by all • increasing the perceived value by parents • removing the barriers of cost for families with low incomes.

21. Five key strands in the programme • The Next Generation Learning campaign to: • encourage parents/carers to engage with their children’s learning • stimulate interest from all families to obtain home access to technology if they do not yet have it • illustrate how all can derive real benefits from home access for learning more effectively, accessing public services & making savings • An approved supplier scheme with functional specification • Services to ensure eligible low income families can apply and receive support effectively and efficiently • Support for learners and their parents • Support for schools and local authorities All aligned to other activities – joining up government

22. Summary of phasing Initial launch Autumn 08 – Autumn 09 • 2 LA-wide phase one pilots • engagement and collaboration with stakeholders, including industry • aligning supporting policy and agencies • building on past achievements • establishing national financial and legal frameworks • funding via LAs for targeted groups Autumn 09 onwards • national roll-out • ongoing support for learners parents, schools and intermediaries • national targeted campaign

23. Home Access The pilot: where we are now • 27th February: full pilot GO-LIVE and approved suppliers began to operate • Suffolk – 1380 learner applications approved • Oldham – 1051 learning applications approved Suffolk: LA supported, school led parents evenings Oldham: LA led, school supported ‘drop off/pick up’ events

24. Parental Engagement

25. Summer term 2008 Letter to all headteachers and chairs of governors from: Jim Knight Stephen Crowne IRU WAMG

26. The principles: Extending what is already good practice Making best use of what is already in place and available Efficient and effective practice (enter once, use many times) Not a duplication or replacement of annual reports or parents evenings To support sustainable approaches and processes for reporting: Pupil progress, Behaviour, SEN, Attainment, Attendance The rationale To improve the quality of dialogue between schools, learners and parents to support the immediate, emerging and developing needs of learners.

27. Exploiting ICT to improve parental engagement, moving towards online reporting Timely for the learner Home access to learning Course and home work Access to resources Materials and achievements Parent and learner days Email exchanges Community information Two way communication SMS texting Information for parents Online reporting Mobile phone alerts Electronic reports Meaningful for the parent Manageable by the school

28. Safeguarding

29. Byron review – what it was • Independent review of children’s use of technology with a focus on the internet and video games • Led by Dr. Tanya Byron – child psychologist, presenter of House of Tiny Tearaways • Joint DCMS and DCSF review commissioned by PM • 6 month review – normally 12 months • Review started Sept 07 and completed March 08

30. The Byron Review – Key Becta Recommendations • Govt should encourage schools to use Becta’s Self Review Framework to drive continual improvement in schools use of ICT including with regard to e-safety • All schools should have Acceptable Use Policies that are regularly reviewed, monitored and agreed with parents and students. This should be included in Becta’s revised SRF • All schools and local children’s services use an accredited filtering service • Becta work with Teacher Development Agency and partners to encourage and support schools to offer family learning in ICT, media literacy and e-safety • Work to implement the Staying Safe Action Plan promoting Becta’s Local Safeguarding Children Board toolkit

31. Byron Review Key Recommendations • Government has accepted all of the Byron recommendations in full. • The UK Council for Child Internet Safety was launched in September 2008 (6 months ahead of schedule). • First Child Internet Safety Summit will be hosted by the PM in Spring 2009. • Fully supportive of Becta’s role, particularly with LSCB Toolkit initiative

32. The underpinning model…. Standards and inspection

33. Self Review Framework

34. What it’s all about? “SRF isn’t just about ICT and, interestingly, that is a key factor of its success. It focuses the mind on the whole spectrum of school development.” Steve Gator – Headteacher, Walker Technology College

35. Self-review benefits and outcomes The SRF has taught us to focus in on what we need. It is a quick and easy way to evaluate ourselves and the school. Lisa Edwards – Kings Rise Community Primary School • What are your schools aspirations? • What does good look like in your school? • Where are you in your whole school improvement and ICT development? • How does your school compare with others? • How will your school progress further? • What actions will you prioritise? • Where might your school need support?

36. Based on Ofsted school reports, ICT Mark accredited schools are: • Four times more likely to be rated as outstanding in theoverall effectiveness of the school category • Three times more likely to be rated as outstanding in the Achievement and standards category • Three times more likely to be rated as outstanding in the Leadership and Management category • Four times more likely to be rated as outstanding in the Teaching and Learning category

38. Developing the framework

39. Common Language Developing Implementing Strategic Systematic/Effective Mature/Innovative E-Mature

40. Next Generation Learning Charter Judging criteria set above ICT Mark level Schools that have reached the threshold level in all 8 elements Schools that have reached the threshold level in 3 elements (one of which is leadership and management) All English schools that sign on to the self-review framework

41. nextgenerationlearning.org.uk

42. Questions