If you feel your child is at risk of online abuse, please use the following website as soon as possible. Children can use it in the same way.



We are implementing the new Curriculum for Computing in our school. The computing curriculum contain the following essential elements -



Handling Data


Technology in our lives

We have been using resources and plans from the Somerset Learning Platform.


As a school, we believe that a thorough and detailed understanding of E-safety is paramount to modern children's day-to-day lives and will become more important as they continue their journey to adulthood. An NSPCC survey (2017) found that 23% of 11 year olds have seen something online that worries them, and as such, we are doing everything we can in school to ensure that we are providing the children with the necessary skills, experience and knowledge to cope with a fast-paced, high-tech world. Please scroll to the bottom of this page for more information about e-safety.


All children take part in coding lessons, through either Espresso Coding, or Scratch software. Here are some screen shots of the children's apps that they have developed. You can enlarge them by clicking on the screen shots.

We are also very excited to begin our journey into tablet learning through use of iPads in lessons. All classes have access to one permanently, as well as a class set, which are available for teachers to book for use during their lessons.



Below you will find the expected levels which children will be aiming to meet by certain points in their schooling. These are based on the 'Essentials' from Chris Quigley, which we use as a school to inform our planning of teaching and learning.


  By the end of year 2 By the end of year 4 By the end of year 6

Control motion by specifying the number of steps to travel, direction and turn.

Add text strings, show and hide objects and change the features of an object.

Select sounds and control when they are heard, their duration and volume.

Control when drawings appear and set the pen colour, size and shape.

Specify user inputs (such as clicks) to control events.

Specify the nature of events (such as a single event or a loop).

Create conditions for actions by waiting for a user input (such as responses to questions like: What is your name?).

Use specified screen coordinates to control movement.

Set the appearance of objects and create sequences of changes.

Create and edit sounds. Control when they are heard, their volume, duration and rests.

Control the shade of pens.

Specify conditions to trigger events.

Use IF THEN conditions to control events or objects.

Create conditions for actions by sensing proximity or by waiting for a user input (such as proximity to a specified colour or a line or responses to questions).

Use variables to store a value. 

Use the functions define, set, change, show and hide to control the variables.

Use the Reporter operators 

() + () 

() - () 

() * () 

() / () 

to perform calculations.

Set IF conditions for movements. Specify types of rotation giving the number of degrees. 

Change the position of objects between screen layers (send to back, bring to front).

Upload sounds from a file and edit them. Add effects such as fade in and out and control their implementation.

Combine the use of pens with movement to create interesting effects.

Set events to control other events by ‘broadcasting’ information as a trigger.

Use IF THEN ELSE conditions to control events or objects.

Use a range of sensing tools (including proximity, user inputs, loudness and mouse position) to control events or actions.

Use lists to create a set of variables.

Use the Boolean operators 

() < () 

() = () 

() > () 




to define conditions.

• Use the Reporter operators 

() + () 

() - () 

() * () 

() / () 

to perform calculations. 

Pick Random () to () 

Join () () 

Letter () of () 

Length of () 

() Mod () This reports the remainder 

after a division calculation 

Round () 

() of ().

Multimedia Use a range of applications and devices in order to communicate ideas, work and messages. Use some of the advanced features of applications and devices in order to communicate ideas, work or messages professionally.

Choose the most suitable applications and devices for the purposes of communication.

Use many of the advanced features in order to create high quality, professional or efficient communications.


in our lives


& E-safety

Participate in class social media accounts.

Understand online risks and the age rules for sites.

Contribute to blogs that are moderated by teachers.

Give examples of the risks posed by online communications.

Understand the term ‘copyright’.

Understand that comments made online that are hurtful or offensive are the same as bullying.

Understand how online services work.

Collaborate with others online on sites approved and moderated by teachers.

Give examples of the risks of online communities and demonstrate knowledge of how to minimise risk and report problems.

Understand and demonstrate knowledge that it is illegal to download copyrighted material, including music or games, without express written permission, from the copyright holder.

Understand the effect of online comments and show responsibility and sensitivity when online.

Understand how simple networks are set up and used. 

Handling Data Use simple databases to record information in areas across the curriculum. Devise and construct databases using applications designed for this purpose in areas across the curriculum.  Select appropriate applications to devise, construct and manipulate data and present it in an effective and professional manner.



Every class learns about e-safety on a regular basis through whole class assemblies and in the classroom. The children learn to use technology appropriatley and safely so they become responsible digital citizens.


Useful links relating to keeping children safer online:

Some useful websites for parents and pupils, which we also access in school, include..



The Adventures of Kara and the SMART crew

BBC Stay Safe

Think U Know

 Online Safety Advice for Parents


E-safety Coffee Morning


Below are the link to the documents that we looked at....


Foundation Stage and KS1 Progression in E-Safety

KS2 Progression in E-safety


Any parents who have concerns regarding their child's use of the internet should contact their class teacher. The best thing that you can do for your child's e-safety is talk to them about it, as you would with any other safety issues you may encounter growing up. Although the topics needing to be discussed may be uncomfortable ones, or ones you think may not apply to your children, the alternative does not bear thinking about. We hold similar discussions in class around these subjects, and these are some of the things that the children are most concerned about growing up, so it is important for them as well. We understand that many children will be accessing content which is not suitable for them, due to the rise in the prevalence of handheld technology, so our aim is help them understand how and why they can get the most out of the technology available to them. Additional information can be found in the following document which details apps and games which are appropriate for children to use as well as some general advice. 

E-safety guidance


As a staff, we use the website iMdB to assess the suitability or otherwise of any content which pupils wish to discuss with us. This site has a useful 'parental guide' feature which rates a huge bank of movies and games based on the amount and severity of various categories, such as profanity, violence etc. If your child is interested in a particular movie or game, we would suggest you use this site to gain more information about whether or not it is suitable for them.

Other similarly useful sites include:

Common Sense Media

Net Aware

Think U Know is a great website for both you and your children to use to help recognise and respond to potential dangers online