Stanford School

Stanford Junior and Infant School

Living together - Learning together

Cooper Lane, Laceby, Grimsby
NE Lincolnshire DN37 7AX
Tel. 01472 318003
Contact. Miss King (Business Manager)



When planning and teaching computing at Stanford Junior and Infant School, we believe that it is an essential part of the curriculum; a subject that not only stands alone but is woven and should be an integral part of all learning.  Computing, in general, is a significant part of everyone’s daily life and children should be at the forefront of new technology, with a thirst for learning what is out there.  Computing within schools can therefore provide a wealth of learning opportunities and transferrable skills explicitly within the Computing lesson and across other curriculum subjects.

Through the study of Computing, children will be able to develop a wide range of fundamental skills, knowledge and understanding that will actually equip them for the rest of their life.  Computers and technology are such a part of everyday life that our children would be at a disadvantage would they not be exposed to a thorough and robust Computing curriculum.  Children must be taught in the art form of ‘Computational Thinking’ in order to provide them essential knowledge that will enable them to participate effectively and safely in the digital world beyond our gates.


In Early Years provision will be exposed to the understanding of internet safety as they explore the world around them and how technology is an everyday part of their learning and understanding of the world.

Children in both KS1 and KS2 are taught in weekly sessions by their class teacher as detailed below:-

Key stage 1

Pupils should be taught to:

  • understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions
  • create and debug simple programs
  • use logical reasoning to predict the behaviour of simple programs
  • use technology purposefully to create, organise, store, manipulate and retrieve digital content
  • recognise common uses of information technology beyond school
  • use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies.

Key stage 2

Pupils should be taught to:

  • design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
  • use sequence, selection, and repetition in programs; work with variables and various forms of input and output
  • use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs
  • understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration
  • use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content
  • select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information
  • use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.

In addition to this technology is always available in the classrooms and is used throughout the day to enhance the children’s learning experience across other areas of the curriculum.


Our Computing curriculum will ensure all pupils develop key computing learning skills, as set out by the national curriculum.

Aims – to ensure that all pupils:

  • can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation
  • can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems
  • can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems
  • are responsible, competent, confident and creative users of information and communication technology.

After the implementation of this robust computing curriculum, children at Stanford Junior and Infant School, will be digitally literate and able to join the rest of the world on its digital platform.  They will be equipped, not only with the skills and knowledge to use technology effectively and for their own benefit, but more importantly – safely.  The biggest impact we want on our children is that they understand the consequences of using the internet and that they are also aware of how to keep themselves safe online.

As children become more confident in their abilities in Computing, they will become more independent and key life skills such as problem-solving, logical thinking and self-evaluation become second nature.

Useful resources


Digital safety during COVID-19

Ipod Touch Apps guide

Purple Mash

Children's mental health

A parents guide to the new National Curriculum (not Foundation/Seedlngs class). More information can be found on the Rising Stars website

Scratch Community is a fantastic programming resource for learners of all ages. What better place to start than a site dedicated specifically for those who want to use Scratch to learn programming? Here you will find videos, lesson plans, worksheets, discussions and even real people to ask for help.

Codecademy is the web resource that does exactly what it says on the tin. This is a good starting point to discover what computer programming (in JavaScript) can be like. Sometimes unforgiving if you get your syntax wrong (that's spelling, punctuation and grammar in computer speak). You get feedback as you progress and learners can compare their score with each other.

Or for a more game based approach try

BBC Bitsize always has lots of useful information and resources to get to grips with Computing




In Computer studies we looked at plagiarism. This is where you presenting someone else's work or ideas as your own, with or without their consent, by incorporating it into your work without full acknowledgement.

We looked at 2 pieces of ‘homework’ and the children had to guess what was wrong with it. They could see that one child had clearly copied their work off the internet and had put no effort into it. There was blue text for names (which were internet links) and numbers which referred to references from the original article. The children noticed that the size of the font changed and there was a fact file copied into one box. The children took part in a quiz to see if they could identify where someone had

plagiarised themselves.

They then discussed why plagiarism was a bad thing they decided it was wrong because we are taking credit for someone else’s hard work.

Creating Leaflets

Star Anise pupils used a range of computing skills to create an information leaflet on how to stay safe on a bike. They used what they learnt in Bikeability to make their leaflets full of important information: from why wearing a helmet is important to how to stay safe on the roads.

Digital Footprint

Barley Class were learning about digital footprint and understanding how and why people use their information and online presence to create a virtual image of themselves as a user. They completed a task which used a simulation of applicants to a college funded by the local premier league football team Halliwell FC. The college had used online searches to fill in the information that they can find to help them assess who should be offered a place. Barley class investigated which applicant would be the best for the football team, using the digital footprint they had on each person.

Can I use secondary resources to find out about the working lives of Victorian children?

We have been learning about the lives of Victorian children. Poor children were expected to work from the age of 3 in harsh and dangerous circumstances.

As we do not have any actual Victorian artefacts (Primary Resources) to look at we used computers to find information & images of the different jobs they had to do (Secondary Resources).

It was very scary what the poor children had to do and a lot of children got hurt or died working in factories, in mines and up chimneys. It made us think about how lucky we are having good lives.

Computer Programming

Star Anise class were designing and writing a program that stimulates a physical system. They used a coding system to write a program around a football match game.


Barley class were using the 2code system to use functions and understand why they are useful. They worked on a coding programme to organise the codes into tabs and and eliminate surplus codes.

Communicating by Email

Pupils in Juniper class have been learning about communication and how we can communicate using email. They opened an email sent by Mrs Smith and learnt how to respond to emails using Purple Mash.


This week children have been programming the Beebots to move in different directions including forwards, backwards and turning around.

Safer Internet Day

Seedlings Class

Sunflower Class

The Sunflowers have been learning all about how to stay safe when they go online.

W- My dad checks my games before he lets me play them.
T- Don't tell anyone on the internet your real name and where you live- they might be strangers.
G- Ask an adult to help you find the right games for your age.
C- Don't write horrible messages online.
G- If you see something scary or not very nice on the internet, tell a grown up straight away.
B- If you put your name, age, address and what your school is called on the internet, you are telling everyone in the world your personal information.

They designed some internet safety posters, which have some very important messages.

Exploring the famous artist Giuseppe Arcimboldo 1527-1593

The Sunflower's have been finding out about Arcimboldo and have been fascinated with his fruit and vegetable faces.

Arcimboldo is well known today for painting portraits of people made out of different types of fruit, vegetables, meat and fish. He would pick food that had a connection to whatever he was painting. For example, when creating a picture of autumn, he used fruit and vegetables that grew in autumn.

The Sunflowers have created fruit and vegetable faces of their own using oil pastels and also on the computer.

LQ: Can I learn how to use the home, top and bottom row keys on a keyboard?

Juniper class have started to learn how to touch type in Computing. In this lesson we learnt how to use the home, top and bottom row keys. We completed a range of challenges that enabled us to use these keys.

OS: "At the beginning I was only getting 7, now I pressed 51 keys in 2 minutes"

LC: " I really like learning how to type properly. I am becoming faster each time."