Paul Jordan
Headteacher
Thames View Infants School, Essex
Thames View Infants
Paul Jordan
www.tr.im/TVInfants
pjordan@thamesview-i.bardaglea.org.uk
Thames View Infants
Paul Jordan
Google: Thames View Infants
pjordan@thamesview-i.bardaglea.org.uk
Thames View Infants
“It’s not what you’ve got,
it’s the way that you use it –
in an Infant School”
Thames View Infants
Outstanding Practice in ICT
Thames View Infants
www.tr.im/TVInfants
pjordan@thamesview-i.bardaglea.org.uk
Paul Jordan, September 2011
Thames View Infants
www.tr.im/TVInfants
pjordan@thamesview-i.bardaglea.org.uk
My Journey
Nov 2005 = Ofsted Satisfactory
Sep 2007 = New Headteacher 3fe
Sep 2008 = Deputy & Leadership Team
Appointed
March 2009 = Ofsted Outstanding
Now = Still Outstanding 4fe, £1.3m works later!
My Journey
Outstanding Grades for all 7 Areas of Inspection
First LBBD School in White Paper
ICT Excellence / Home Access Awards
Community Hub
Rich, Individualized Professional Learning Community
for all Stakeholders
Learning Partnerships &
Consultancy Roles Growing
Areas of Key Impact!
Areas of Key Impact!
Enriching the EYFS Provision
ICT within the EYFS
Employing the use of
a.
b.
Traditional ICT ‘hardware’
Electronic ‘toys’
to:
1.
2.
3.
4.
5.
6.
Enrich lessons through multi-sensory experiences.
Enhance curriculum with stories, rhyme and song.
Extend confidence via talk, rhyme, song and spoken dialogue.
Develop fine & gross motor skills.
Increase memory and attention & concentration spans.
Facilitate a culture of turn-taking.
David Morris & Paul Jordan, Jan ‘06
Using ICT to Enrich the EYFS
Curriculum enhanced
with story rhyme
and song.
Use
technology
within
context of
play & role
play .
A culture of turn
taking and sharing
within large and
small groups.
Understand
need to
care for
PCs and
programmable
toys
Begin to use
‘tools’
software
(WORD /
2Simple etc)
confidently.
Confidence
extended via talk,
rhyme, song and
spoken dialogue.
To save
and print
work & use
mouse
independently.
Programme
a toy and
know that
it retains
it’s memory.
Multi-sensory
experiences,
developing fine &
gross motor skills.
Understand
the use of
the
internet.
Activities to extend
memory, attention &
concentration.
To use
familiar
content
software.
To complete
a programme
on a PC.
David Morris & Paul Jordan, Jan ‘06
Using ICT to Enrich the EYFS
Curriculum enhanced
with story rhyme
and song.
Recordable
‘talking’ books.
Selected
white screen
image
enriching
lesson in
background.
Whole class
“care for
equipment”
lessons.
Use
technology
within
context of
play & role
play .
A culture of turn
taking and sharing
within large and
small groups.
Robots,
roamers,
pixies etc
dressed up as
story/topic
characters.
CD-ROMs of
Narrated
Stories.
Video, DVD
etc.
Portable taperecorders
with mics.
Video on
laptops in role
play area,
modelling play
opportunities.
Listening to
stories,
rhymes, songs
on
internet/Espr
esso etc.
Role play area
enriched by
laptop playing
music / video
/ pictures /
sounds etc
Understand
need to
care for
PCs and
programmable
toys
Video PE
lessons for
instant
playback.
Confidence
extended via talk,
rhyme, song and
spoken dialogue.
Graphics Tablet
connected to
White-screen/
CT’s Monitor –
children taking
turns.
Stories,
rhymes and
songs available
– on CD,
Internet etc.
“TV Studio” –
cam on tripod
+ TV –
recording and
playback of
role play,
stories etc.
Begin to use
‘tools’
software
(WORD /
2Simple etc)
confidently.
To save
and print
work & use
mouse
independently.
Karaoke
machine –
singing &
recording
songs / ‘PlayStations’ &
‘Gameboys’.
Devises to
record voices –
laptops / tape
recorders.
Showing
objects / pics
on visualiser –
talking /
discussing.
Digital
cameras – pics
of models,
role play,
paintings,
home-life.
Multi-sensory
experiences,
developing fine &
gross motor skills.
Discussion
Programme
a toy and
know that
it retains
it’s memory.
Chn using
word /
2Simple to
write / draw
etc linked to
topic / theme.
Robots and
roamers
dressed up as
story
characters.
Microscopes
part of
interactive
displays.
Understand
the use of
the
internet.
Using
software to
develop
subject-based
skills.
Pixie, roamer,
robot etc used
within role play
context – given a
specific task /
investigation.
Programming
robots and
toys (themebased).
Video PE
lessons for
instant
playback.
Recording
experiences
to return to.
of photos of
experiences
from home /
school captured
by child.
Activities to extend
memory, attention &
concentration.
Maths /
English
Software to
develop
specific skills.
Using mouse in
programmes –
Espresso,
Clicker 5,
Leaps &
Bounds etc
To use
familiar
content
software.
My World 3,
Leaps &
Bounds, Izzys
Island, 2Music
etc.
To complete
a programme
on a PC.
David Morris & Paul Jordan, Jan ‘06
Areas of Key Impact!
Outstanding Learning
Areas of Key Impact!
Talk4Learning &
Focused Feedback
Embedding ICT as a tool to raise standards
Teaching
with ICT
Teacher/Pupil
Modeling &
Demonstrating
Teacher’s
Skilled use of
technologies
Consolidating
with ICT
Children engaging with:
•Laptops
•PCs in Classes
•Digital Cameras
•Electronic Games & Toys
Independently.
Collaboratively.
Outside of Class.
Lunchtimes and
Breaktimes.
Technologies to teach with.
Technologies for children to consolidate with.
Recordable talking
books
Pixies
‘Small World Toys’
Microscopes
Book-tapes
‘Tools’ Software
Skills/Subject
Software
Internet
Google Images
Digital Video
Graphics Tablets
Visualisers
WCITT – ‘Whole Class
Interactive Teaching
Technologies
Pictures
Digital books
Consolidation
Segment
Teaching &
Guided Practice
David Morris & Paul Jordan, Jan ‘06
An opportunity for meaningful ICT Consolidation
In this example, skills taught
within ICT lessons are being
integrated within a History lesson.
Group Activity C
(supported write)
Group Activity D
(guided write)
Group Activity B
(independent write)
Group/Activity A
– ICT Based
History:
I can describe
an old toy.
ICT:
I will insert
pictures into
word
documents.
David Morris & Paul Jordan, Jan ‘06
David Morris & Paul Jordan, Jan ‘06
Areas of Key Impact!
Personalised Learning
Areas of Key Impact!
Empowering Children
Areas of Key Impact!
Paperless Organisation
Areas of Key Impact!
Areas of Key Impact!
e-engagement
Hard to reach parents vs. hard to reach schools
ICT as a tool to engage
Buy-Back Scheme
what do you get?
• An Asus web book
•…with webcam
•…which is wireless!
• A power pack and charger
• A carry pouch
• Anti virus software
• Special software
•Special resources
Buy-Back Scheme
why?
Very good
value for
money
We will help
you pay in
instalments.
Children
Helps support
families get
on-line
love
it!
It helps make
children learn
more.
Thames View Infants
ICT
as
a
tool
to
engage
learners
and
the
community
www.tr.im/TVInfants
pjordan@thamesview-i.bardaglea.org.uk
Viral e-Marketing
Top Tips for Learning Home Page
Paul Jordan, March 2012
Areas of Key Impact!
Establishing a brand
Establishing the Brand
Parents as Partners | Heart of the Community
Establishing
a School
Brand
- Valuing
Parents as
Clients
Customer
Service
Community
Events
A ‘Joined Up’
Provision
LA Support
Childrens’
Centre
36 AfterSchool Clubs
Eid coinciding
with School
Closure
Medical
Centre
Other
Agencies
Parent
Support
Advisor
Easter Bonnet
Parade
Early, LateEvening &
Weekend
Opening
An Extended
School
Twitter, Blog,
YouTube
(TVI TV)
Engagement
Initiatives
Lend to Buy
PCs
Family
Learning
Bring a Parent
Week
Outcomes
EYFS is
above
National
Averages
Every one
achieves
their best
Centre of
the
Community
KS1 is above
National
A deep and rich
personalised
learning
community
A fully extended
school
Attendance is
Outstanding
97.3%
National ICT
Leader
98% 2B 60%+ L3
Learning is
Outstanding
100% Good+
65% Outstanding
Challenging Traditional Dispositions to Learning
So what does all this feel and look like?
Paul Jordan, March 2012
Stages of Maturity
Experimentation Phase
Risk taking,
Trail and error,
‘Freedom to experiment’,
Taking time-out from the
curriculum/timetable.
Nurturing/monitoring staff.
Systematic Phase
Vision growing amongst
staff.
Systematically embedding
ICT within lessons.
Structure and
support/monitoring
mechanisms in place.
Mature/Creative
Phase
Vision instilled amongst
staff
Taking time-out from
the curriculum/time
table to pursue
teacher’s/class interest
or expertise.
Thames View Infants
www.tr.im/TVInfants
pjordan@thamesview-i.bardaglea.org.uk
Thames View Infants
Paul Jordan
www.thamesview-i.bardaglea.org.uk
pjordan@thamesview-i.bardaglea.org.uk
Thames View Infants
Paul Jordan
www.tr.im/TVInfants
pjordan@thamesview-i.bardaglea.org.uk