South Petherton Church of England Infants and Pre-School

South Petherton Church of England Infants and Pre-School


Computing Intent

Recent research used to inform practice: National Centre for Computing training, Somerset ELiM training, South West Grid for Learning. 


At South Petherton Infants School our aim is to provide a high-quality computing education which is fully inclusive and accessible to every child. We aim to equip the children to become digitally literate in order to participate in the rapidly changing world where work and leisure are increasingly transformed by technology. Our teaching allows the children to gain secure knowledge and skills which will encourage them to use ICT to develop ideas, express themselves, solve problems and become computational thinkers. Computing skills allow children to become confident, creative and inquisitive learners who are able to be critical and challenge themselves. We intend to develop a computing curriculum that is both taught discretely where appropriate and also embedded across all other subject areas.


We intend to build a computing curriculum that prepares pupils to live safely and make safe choices in an increasingly digital world.


Cultural capital

Children will be taught about significant figures who have had a major impact on the development of a digital society such as Alan Turing, Ada Lovelace and Tim Berners-Lee.



  • Children at South Petherton Infants School will be equipped with the skills and knowledge to use technology confidently in a wide range of circumstances.
  • They will be aware of safety issues when using the world’s digital platform and will be able to approach all interactions safely.
  • Children will be able to apply the British values of democracy, tolerance, mutual respect, rule of law and liberty when using digital systems.



We have built our Computing curriculum based on ELiM’s New Wessex computing scheme alongside the National Curriculum. This allows us to support the skills and progression of computer science and computing ensuring clear cross curricular links to other subjects that are taught with EYFS and KS1. 

KS1 Provision 2023 to 2024 underpinned by Online Safety


Year 1

Discover my technology



Move My Beebot (WP)

Technology in our lives: Exploring, retrieving and sharing information (Pets)


Making my animated people (WP) Stick People

Flip Book

Pivot stick software

Technology in our Lives

Google Earth


Handling Data Counting My Information /counting and sorting materials(WP) (Multimedia 1 Pic Collage WP)


Green screen weather forecasts (Multimedia2 WP)



 More than My Beebot  (WP)



Beebots/Fix the Factory


 Green Screen Filming Habitats

Technology In my Life (WP)

Multimedia poster/Video for Akamba Present my information, including keyboard skills

Technology in our lives Do I Trust the Internet?


Keyboard skills


Scratch Junior

Handling Data

Block Graphs Temperature investigations



Stop Motion – Dinosaurs

Technology in my Life

Historical figures

Alan Turing

 Ada Lovelace and

 Tim Berners-Lee.

Continuous Provision: Technology in our lives Communication with the other members of the school and South Petherton Juniors using Microsoft Teams for Collective Worship, Celebration assembly, sharing work, communicating with outside experts such as authors etc. 


Year 1

E safety rules


Active Bytes

I am kind and responsible

Active Bytes

I am safe

Keeping personal details private

Photos online

Active Bytes


Personal information

Active Bytes

I am healthy

Age appropriate games

Active Bytes

I am healthy Lifestyle choices

Year 2

Active Bytes 1 E safety rules

Active Bytes Kind and Responsible  

Active Bytes Privacy

Trusting Information-fake news

Active Bytes

I am healthy Age appropriate games

Active Bytes

Keeping healthy when using technology


Computing in Foundation Stage Continuous Provision Model – underpinned by Online Safety


Technology in our lives

  • I can tell you about technology that is used at home and in school.
  • I can operate simple equipment.
  • I can use a safe part of the Internet to play and learn.    



  • I can move objects on a screen.
  • I can create shapes and text on a screen.
  • I can use technology to show my learning.

Understanding the world

Children see adults use simple search engines such as Kiddle to find information. They are given opportunities to explore information sites such as Infant Encylopedia, CBeebies Topics and Glossopedia.


 Children share conversations within and outside of the school using Microsoft Teams eg Collective Worship, sharing work etc


People and Communities Children use play technology and junk models to role play work environments such as vets, builders, shop, hospital etc. They have opportunities to explore old technology such as phones, keyboards, old PCs etc.

Understanding the world Children experience travelling the world using Google Earth software or app. They see photos and visit 3d buildings. Teachers model safe use of Youtube to view videos of places around the globe.

Exploring/using media and materials Children use 2Paint or other simple software/apps to make marks and to paint a picture. Moving and Handling IWB is used to encourage big arm movements. Apps and paint software used to develop fine motor control.

Exploring and using media and materials 2Simple Music Toolkit, Music Sparkles or Tap a Tune App used to create music. Simple apps and websites used to create animations eg ABCYA.


• I can make a floor robot move.

 • I can use simple software to make something happen.

• I make choices about buttons and icons I press, touch or click.

Handling Data

• I can tell you about different kinds of information such as pictures, video, text and sound.

Self-confidence and self-awareness

Children explore the buttons of a floor robots and remote-control toys. They are guided to discover ways to make the object move. Adults talk about what has been achieved by the children.

Making relationships Children have opportunities to build environments for floor robots. They work together to navigate the robot or remote-control toy around obstacles. Select and use technology Children take photos and video to capture learning. They know where it is stored to go back and reflect on their learning. They talk about what they can learn from photos

Select and use technology Children take photos and video to capture learning. They know where it is stored to go back and reflect on their learning. They talk about what they can learn from photos and video online or photos in books.


Children use software such as 2Count and apps such as DoodleBuddy to count information and to talk about what they have found out. They use websites such as Furbles to sort objects.

Understanding (communication and language) Children follow sets of instructions. They communicate instructions to each other and to supporting adults.

Shape, space and measures Children use appropriate language to describe position and distance of floor robots. Numbers Children count steps and movement of floor robots.

Managing feelings and behaviour Children are supported to know their own important information. They use sound recorder apps to practise their information. Adults rehearse who they can tell this information.

Finding information Children use QR codes to select information they want to find out.

Select and use technology Children explore apps such as BeeBot / Kodable to make things happen. They talk about solving problems as they work at the low levels in the apps. Adults support them to be willing to make mistakes and learn from them.


Select and use technology Children collect sounds to provide evidence in an investigation. They record interviews to collect information from adults or other experts. They know where the information is stored and can play it back.



Online safety for Reception and KS1 is taught using following Elim Somerset Active BYTES program

Welcome back to Summer Term 2024