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| • | An indication of the authority policy on meeting the needs
of pupils In terms of both meeting special educational needs (including in mainstream schools) and of an inclusive approach aimed at diminishing disadvantage for pupils currently without ICT access at home. This latter point could usefully embrace advice to schools on ways of ascertaining pupils' prior experience of ICT and current levels of skill. | ||||||
| • | A statement of the authority's position with
regard to the involvement of parents, carers and the wider community, including
business, in developing and supporting ICT in schools | ||||||
| • | A strategic overview of resources, including hardware, software, accommodation,
specialist staff and infrastructure needs
An important element of this will be a clear indication of the solution chosen by the authority for the management of ICT development, for example, an 'in-house' approach, a managed service in partnership with another provider, such as an IT company, or a combination of partners. Whatever decision is taken on how best to develop the ICT infrastructure, the explicit description of relationships and responsibilities of all those involved is crucial to implementation.
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Indications of the availability of support staff,
to what degree they carry specialist knowledge and their position in relation
to schools with regard to setting targets and defining priorities or approaches
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An acceptance of responsibility to facilitate effective staff development
support structures that draw on the evidence gathered from consistent school
self-evaluations of need | This will include the overarching authority strategy and how the authority is engaging in the NOF training programme, including provision for librarians. It will also indicate other training and development initiatives planned by the authority itself. As hardware and ICT approaches expand, a particular requirement will be the needs of classroom assistants, auxiliaries and other support staff who work alongside teachers. • |
The inclusion of school management and leadership
issues including responsibility for monitoring the implementation of the
strategic approach, the importance of collaborative approaches across
levels in the education service and the coordination of development, particularly
across and between schools |
This is important not only between local authority managers and headteachers but also in clusters of schools, particularly between secondary schools and their associated primaries - but including primary - primary links within an associated school group. |
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School management
The development planning approach is now well established in schools and there are agreed approaches to the process. In many schools there is a standard procedure for arriving at the final plan with the local |
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At school level the basis
of ICT development will draw on the policy and planning context...
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authority. At school level the basis of ICT development will draw on the policy and planning context set by the local authority and will be fostered through the development planning process. To implement the advice given in the national guidelines for ICT | |||
| 5-14 a number of important factors should be considered in any school where the change process has been recognised and is effectively managed. In particular, planning responsibilities should be acknowledged. | ||||
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