Preston Park Primary School Case Study Wembley

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Methodology[edit]

This case study followed the Vital Case Study Methodology process as described here:Research_Strategy

Overview of the school[edit]

The school is ethnically, culturally and socially diverse. Less than 10% pupils are of White British heritage. Most are Asian British and Indian, many from Black British backgrounds. There are an increasing number of refugees and asylum seekers now nearly ten per cent of the roll. 750 pupils, 46 nationalities, 87% EAL 26% FSM, high mobility. OFSTED good outstanding elements. Old building with spread out site.

ICT infrastructure and resources[edit]

Overall infrastructure and resources[edit]

Broadband is provided by Virgin Media Business via London Grid for Learning 10 megabit interim solution pending installation of dedicated Virgin cable. Netgear, Dlink and Cisco 1gb switches distribute around the school with 12 Xirrus xs8 and xs4 wireless arrays. Internet filtering is through the LGfL. The school can block specific sites. Server infrastructure uses Windows 8. There are 28 HP 2420/50 for staff use, 3 for PPA, 43 for children, plus 18 in the ICT suite. 10 Sony laptops have been striped back only internet access. There are 178 i-Pad2 for staff, 320 for students, 6 for reception & nursery EYFS Apps, 14 Apple TV, 1 playstation. There are two technician shared with another school and an ICT Leader.

Specific technologies[edit]

The ipad2 scheme was for children and staff. 178 staff including teachers, LSA and governors took advantage of the scheme. Teachers bring in their iPads charged to use in lessons. 90 per cent of the devices are part of a parental payment scheme so the school does not need to provide a charging solution. 14 Apple TVs are available in Years 4, 5 & 6 as a teaching tool. These enable the teachers to project the screens onto the whiteboard to display pupils work and to demonstrate. There are an additional 10 iPads for reception & nursery to use which have EYFS Apps and they have a charging unit in the ICT office

Overview of the initiative[edit]

The project provides i-Pad2s to every member of staff and pupils in Y4 and 5. It was a development of previous 1:1 work with note books. 120/124 in Y4 signed up. Parents were given advice about using the iPad at home which means increased interactions between staff, school and parents and home. This is the second year of the project. Y4 introduced the ipads into a wider range of subjects: science, PHSE, numeracy, literacy, geography and art.The Y4 autumn science unit 4 moving and growing module planning: Used I PAD APPS Human Body Facts , Anatomy Body Facts, Build a Body, Digital Gene. Kids Lite, Explore the heart 3d, Dem dancing Bones,

Popplets is used by both year groups. It is mind mapping software and helps the pupils put together their ideas of a topic. Teachers can look at grammar and punctuation during the lessons. The pupils learn to write for particular audiences. The skeleton project gave pupils an opportunity to learn about the bones, features and structure of different bones. PHSE Lessons. The projects show that pupils have researched for information, inserted pictures, written material for an audience and thought about social issues around the shortage of water.


The Y4 pupils like playing numbers games like Multiplication Wiz and Ipad Times table app and told the researcher they play at home and in school and that their maths scores had improved. Y4 Literacy plans include 'record poem on ipads. Make sure that they insert their spelling words into Spellings free. Spelling Notebook Results for wordlist show for "Week 8" You've spelt 20 words and got 18 correct! 89% which is very helpful to pupils and teachers. One Y4 teacher said ‘The App store means a whole new world open to me.' A Y 5 teacher said ‘It’s now a question of what can’t we do’ and a Y5 pupil said ‘It makes our brains smarter’

The school had to change their e-safety policy, AUP, data protection and behavior policies. There is now an incident sheet for reporting e-safety issues on the shared drive. Teachers are asked to insure there is a link to the e-safety from their year group’s homepage and are also asked to direct children to the page and encourage them to visit frequently. There was a staff audit of their knowledge of the safety and safeguarding. Child/parent audits to follow. The school requires all to embed e-safety into the curriculum. All classes have e-safety displays. There is a new agreements of acceptable use. Many children adhering to e-safety rules are rewarded with certificates. Some children are e-safety peer mentors.

Impact[edit]

Staff showed increased competence and confidence on the use of ICT in all subjects. Material like pictures are emailed to pupils, finished worked is emailed to teachers for assessment, assertive mentoring feedback is sent to pupils, planning is written electronically and use of the i-Pad apps and software written into the documents. All staff in the school have i-Pads. This resulted in very positive attitudes towards their uses even if not involved directly in the project. There has been significant developments in relevant policies.

Pupils used their i-Pads throughout the week for a range of activities at school and at home, including odd minutes at the end of lessons or when waiting for other pupils to finish a task. Examples seen include international competition using mathletics, number battle between friends,, I books, ‘Videolicious’ clips, turbo collage, Popplet mind mapping. Staff were able to differentiate more easily in class by setting challenge tasks. Sharing i-Pads during sessions and playing games (for example number battles and mathletics) led to collaborative learning; drawing, design and researching demonstrated personalized learning; work done outside the classroom showed extended learning.

Pupils are keen to come to school. All staff mentioned improvement in behaviour. The language in the lessons was noticeably rich, pupils were keen to ask questions, complete work outside lessons including at home. The pupils in both Y4 and Y 5 were able to site improvements in their own NC levels for numeracy, literacy and reading.

Key lessons learnt[edit]

Provides a WOW factor. Need a robust wireless network capable of allowing wireless access for all pupils and staff anywhere on the site and sufficient technical support; visionary leadership, an element of school funding; strong e-safety and AUPs; detailed planning including embedded ICT ; clear assessment criteria; support of the governors, teachers and parents; research to make sure the most appropriate devices are chosen and get the best price; to be continuously aware of new technological developments when dealing with ICT. Speed of acceptance and learning has increased Providing opportunities for the adults to own an iPad really helped. Having all teachers, governors and parents included was important for project success. The benefits of the iPads spills out into the home and other family members, whose ICT skills also improved. I-pads are intuitive and easy to use and skills developed include educational, communication, research and entertainment. Full potential of the iPads has not been realised yet. (Music and further creativity for example) Teachers have to learn new skills (i.e. operating the iPad and Apple TV); have to change their approach in the classroom (more a facilitator than always a leader) There are increased opportunities for collaborative, extended and personalised learning. Teacher communication with other staff, parents and children improves.