Curriculum Statement for Computing
We aim to provide a high-quality computing education that equips children to be prepared for an ever-growing digital world. Computing has deep links with mathematics, science and design & technology, and provides insights into both natural and artificial systems. For the start of the 2025 -26 academic year, we began our brand new computing scheme, Purple Mash. Although in its early stages, it has been a huge success. Overall, the children have developed a stronger understanding of computing with greater independence. Teachers feel more confident in the delivery of computing and above all, the children are enjoying it! Building on this knowledge and understanding, children are prepared to use information technology to create programs, systems and a range of content across key stages at Lancaster Lane. Children now have regular and consistent access to laptops and IPads and can use them in their own, safe and secure digital working space. We aim to promote a culture of staying safe online.
EYFS
In the Early Years Foundation Stage (EYFS), we believe that Computing should be delivered through a broad, play-based experience across a variety of contexts. ICT scenarios are embedded into role play and experiences, giving children the chance to make meaningful connections to the real world. Pupils gain confidence, fine motor control, and language skills through opportunities to explore technology such as interactive whiteboards, tablets, and programmable toys. With the introduction of Mini Mash in both EYFS and Pre-School, children are exposed to a range of concepts in preparation for Key Stage 1.
Key Stage One
The children are introduced to our Computing scheme, Purple Mash, as soon as they are welcomed into Year 1. They begin by familiarising themselves with laptops and their own, secure area on the computer. They are given personal logins for both the laptops and purple mash. Over the course of Key Stage 1, children will develop a secure understanding of the fundamental concepts of Computing. They will begin to understand what algorithms are, how they are implemented as programs on digital devices, and that programs execute by following a sequence of instructions. Pupils will write, test, and debug simple programs and develop skills to organise, store, manipulate, and retrieve data in a variety of digital formats. They will also learn how to communicate safely and respectfully online, understanding the importance of keeping personal information private, and will be able to identify common uses of information technology beyond school. They will create personalised animated stories, explore position and direction and access spreadsheets.
Key Stage Two
In Key Stage 2, pupils will build upon these foundations to develop greater independence, creativity, and critical thinking in their use of technology. They will design, write, and evaluate programs to accomplish specific goals, including the control or simulation of physical systems, and will solve increasingly complex problems by decomposing them into smaller, manageable parts. Pupils will confidently use sequence, selection, and repetition in programs, work with variables and various forms of input and output, and generate appropriate inputs and predicted outputs to test their programs. Logical reasoning will underpin their ability to explain how algorithms work, as well as to detect and correct errors in both algorithms and programs. In addition, children will develop a secure understanding of computer networks, including the internet and its role in providing multiple services such as the World Wide Web. They will explore the opportunities networks and online platforms provide for communication, collaboration, and creativity, while being supported to engage with them safely and responsibly. They will create their own blogs and games whilst also being introduced to Artificial Intelligence.
Inclusion within Computing
Here at Lancaster Lane, we are committed to ensuring that every child can achieve their full potential in Computing whilst accessing the same ambitious curriculum, regardless of ability, social or cultural background, or language needs. This includes pupils with special educational needs and disabilities (SEND), pupils with English as an additional language (EAL), and any child requiring additional support. We place particular emphasis on the flexibility that technology provides in enabling pupils to access learning opportunities. Assistive technologies, tailored software, and adaptive approaches are embedded within the scheme to support pupils with specific needs.
Myself, Mr Clucas and the teaching team work collaboratively to adapt teaching strategies so that all pupils can participate fully in Computing. Teachers use modelling, purposeful questioning, collaborative learning and explicit vocabulary within their teaching along with the I do, we do, and you do approach to learning. All adults in class play an active role in supporting all children.
We also recognise that some pupils, such as looked after children (LAC) or those with limited support networks outside school, may be more vulnerable online. We are confident our appropriate safeguarding measures that are in place will enable these children to access the online world safely.
Assessment
At Lancaster Lane, children are regularly set 2Do’s in purple mash to show what they know. These 2Do’s are set for most lessons and allow the children to complete their in their own, safe, online space. When complete, children can then submit their work to the class teacher. Here, teachers can formatively assess like in any other subject and provide written or verbal feedback. Work can be sent back to children if they need another go or need further support with a particular concept. At the start of each unit, children will access their pre-learning assessment. This is an online quiz related to their upcoming topic. This quiz is then repeated at the end of the unit of work as a post-learning assessment. This allows teachers to assess the children’s learning from that unit. The information collected by teaching through purple mash, contributes towards summative assessment. With the units in place, the children have many opportunities to retrieve prior learning, ensuring that knowledge and skills are reinforced and consolidated over time, most significantly in Computer Science and Online Safety.
Enrichment Opportunities within School
This is a working progress currently, as Purple Mash has only been in place for one academic year. We currently offer after school clubs, with a particular focus on TT Rockstars. Children can access purple mash from home, if they like. We regularly have a visitor from Microsoft each year who works with Year 4 and Year 6 in the world of Minecraft Education. We are ambitious and see this as an area of computing that we would like to significantly increase.
Last reviewed: June 2026
Subject leader: Mr Routledge
The subject leader can be contacted via the school office. Tel: 01772 433641