Quality Assurance of ICT in Education NAACE is the professional association for those who are concerned with advancing education through the appropriate

Quality Assurance of ICT in Education

NAACE is the professional association for those who are concerned with advancing education through the appropriate use of information and communications technology.

The association was established in 1984 and has become the key influential professional association for those working in ICT in education.

Jill Day is the current Chair

What is NAACE?


Online self review matrix

Quality Assurance for ICT - NAACEmark“The NAACEmark creates a nationally recognised standard and celebrates good practice” Charles Clarke February 2003

Provides a framework for the enhancement and development of ICT Based upon self evaluation against national standards

Opportunity to credit staff for their work and commitment to ICT Demonstrates desire to move forward with ICT

Encourages work with other schools

Enables celebration of their ICT achievements in the wider community

Online support through Becta


Developed by Becta and NCSL,

an online process and product tool designed to provide support, guidance and needs assessment.

It offers the chance for: – self-review – action planning – access to specific online resources.

Visit the matrix at http://matrix.becta.org.uk.

Matrix online audit/review tool

National Association of Advisorsfor Computers in Education

A Quick Summary of the NAACEmark

It is a quality assurance mark aimed at schools and provides a clear framework for the enhancement and development of their ICT

It has been developed in association with Cambridgeshire LEA and Becta

Its aim is to advance education through the appropriate use of ICT

The NAACEmark Scheme and the SIS – ICT Team

• Promote the importance of ICT in the curriculum

• Improve the effective use of ICT in teaching and learning

• Improve the teaching of ICT

• Improve the use of ICT as a management tool

• Disseminate good practice


Owen Lynch, Chief Executive of Becta, sees the scheme as

“recognising the excellent practice in management, use and leadership of ICT across schools – the scheme provides both access

to a wide range of resources to assist schools to assess how they are managing ICT and an opportunity to celebrate their good

practice.”



Criteria used in the assessment for NAACEmark

There are 10 criteria used

1. A whole school ICT strategic plan covering a minimum of 3 years with effective means of monitoring and assessing progressLooking at;

• Pupil standards and outcomes

• Hardware and software development and replacement

• Technical support • Sustainability • Staff development

• Curriculum development • ICT coordination and targets for ICT coordinator

• ICT targets for other staff • Management information • Inclusion statements

Key Points Cover all aspects The plan must cover a minimum of 3 years Statement of purpose Approach to technical support Sustainability Review



2. A clear and comprehensive ICT policy

• Vision • Aims • Curriculum development and organisation

• Teaching and learning approaches

• Entitlement and equal opportunities

• Internet safety• Management information

• assessment

• School liaison, transfer and transition • Inclusion including SEN and G&T

• Roles and responsibilities

• Monitoring and review

• Learning out of school hours

• Health and Safety/Acceptable use policies

• Home/school links

Key Points Cover all aspects Need to track implementation from policy through development plan

and evidence in schemes of work



3. Schemes of Work

• Clearly described schemes of work (i.e. QCA) for each year group with specific learning objectives

• Appropriate resources

• Evidence of pupil achievements

• Evaluation procedures

• Teaching ICT capability not just skills - and their assessment

Key Points Cover all aspects Range of examples Need to link scheme with pupils’ work as outcome



4. A planned approach to the use of ICT within and across the curriculum

• ICT is clearly mapped indicating links with other subjects to improve teaching and learning

• Clearly planned activities in curricular contexts where ICT enhances and supports teaching and learning

• evidence of the use of ICT in other subjects across year groups

• A strategy for the use of resources

Key Points School will need to show that use of ICT is not ‘ad hoc’ and there is a

well defined and understood strategy The school does not need to exemplify all the approaches



5. Assessment of pupil progress in ICT

• Individual target setting for pupils based on prior attainment

• Teacher tracking of skills development and achievement

• Pupil self-assessment and tracking of achievements

• Class, group or individual assessment based on tasks set at the completion of of units of work

• Records of pupil achievements and levels obtained which can be passed through the school and are available and used for transfer and transition purposes

Key Points• Schools would need to demonstrate effective systems• It is not necessary to exemplify all procedures



6. Use of ICT to track pupil progress and provide performance data

• Grouping of pupils for teaching purposes

• Intervention groupings

• Targets for groups and individuals

• Identification of pupils who are not making the expected progress

Key Point Cover all aspects



7. Targets for improving performance and resources

• Individual pupil targets • Whole school targets for improvement in ICT

• Whole school targets for the provision of resources

• Key stage targets for progress in ICT• Year group targets for progress in ICT

• ICT coordinator or team targets

• ICT targets for staff as pert of performance management as appropriate

• Monitoring of teaching to ensure high and consistent quality

• Inclusion including SEN and G&T

Key Points Must at least have whole school target for improvement in ICT School does not need to set targets in all areas stated.



8. A commitment to whole school staff development to enable better teaching and learning with ICT

• Training for the development of teaching competence with ICT

• Training to develop personal competence, enabling the use of ICT for administrative purposes such as planning and assessment

• Training for specific software or on-line resources

• Training for support staff • Training to ensure DfES/LEA expectations are met

• Training for leadership teams in strategic management of ICT

Key Points All staff have opportunities to develop ICT capability as appropriate Development planned in response to audit of need. School need not meet all of aspects



9. A commitment to developing communication between the school and the community to promote interest and involvement in learning through ICT

• Computer clubs (lunch time or after school)

• Homework clubs using ICT resources

• Advice regarding Internet safety

• Advice about on-line resources which can be used to promote and enhance learning

• Involvement of parents and carers in developing children's ICT skills

• Workshops for parents and carers or members of the community

• Access to facilities for parents, carers and the wider community

Key Points

• At least statement in development plan and evidence of activity

• Documents need not include all of the aspects

10. A commitment to shared development with partners



• Sharing best practice, resources and support

• Sharing training opportunities

• Working together on pupil projects

• Working with partnership schools to benefit transfer, transition and progression

• Working with business and commercial partnerships

Key Points

• Partnership will be planned, not ‘ad hoc’

• At least

–Evidence of working with partnership school to benefit transfer, transition and progression

–Evidence of working with other schools sharing best practice


•Responsibility

•Appropriate delegation

•Ensuring valid judgements

•Managing the portfolio

•Timescales and deadlines

Possible Issues


Disseminate the information and materials to Senior Management colleagues, ICT Subject Leader and ICT link Governor and other colleagues who will be involved

Review the school’s current position in relation to the development of ICT and the 10 NAACEmark criteria (look at the Becta Matrix)

Decide on the level of support that the school needs to guide it through the process leading to assessment and accreditation

Next steps


What does it cost?

NAACE does not make a charge to schools who enter theScheme.

The LEA at the present time makes no charge for the assessment time (approx 1 day split in to 2 x half-days)THIS MAY CHANGE


What can we do with the NAACEmark?

The school will be awarded the NAACEmark certificate andartwork for the logo (free of charge)

The logo can be used on all school stationary

The school will be listed on the NAACEand BECTA websites

When awarded the NAACEmark theschools success is celebrated in theTES


Final Point -

The NAACEmark assessment document should be a working document the NAACEmark award lasts for three years. However, by updating the documents and showing progression over the three years the award will be renewable with a minimum of effort.


How does the school apply?

Contact the SIS registered assessor

Ian Raven – [email protected](01482) 392485

or any of the ICT team