Self Review Framework
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Leadership and management - Element 1 (268 kb)

Level for ICT Mark

Element: 1

Strand: 1a The Vision for ICT

Overview of this strand

The vision statement expresses the school’s commitment to developing inclusive access to an ICT-rich learning environment supported by good teaching. At the very least, the vision for ICT should recognize the potential of ICT for supporting, enriching and extending learning. The developing vision identifies the distinctive contribution of ICT to teaching and learning, to the school as a workplace, and to the school within the wider community. At the highest level, there is a commitment to innovation informed by awareness of future developments in ICT. At all levels, the vision should be consistent with the school’s aims, priorities and ethos.

Development of the vision is not the responsibility of a single individual. Staff and governors should be involved, to achieve representation and ownership and to ensure that all stakeholders understand the aims. The vision is no ‘stone tablet’: at the least, it will be responsive to local / national initiatives and to change brought about by new technologies. At best, the school’s vision for ICT will be regularly reviewed and updated in the light of evaluation of its effectiveness.

Aspect: 1a – 1 The Vision

• Does the school have a clear vision for ICT that includes all members of the school community?
• Is the vision more focused on pupils’ experiences in learning and teaching or the technology and resources?
• Does the vision include wider issues such as management and administration?
• Is the ICT vision linked to the school’s wider aims and aspirations?
• Does the vision lead the school into new and innovative practices?
• How does the vision recognise new national policy developments?

Level	Position Statement
1	There is an innovative and inclusive vision which anticipates future developments in practice and technology.	Aspirational
2	An inclusive vision clearly identifies the potential of ICT for enhancing all aspects of the school’s work. It recognises the distinctive contribution of ICT and identifies how this supports the school’s wider aims and aspirations.	Coherence
3	The vision recognises the potential for ICT to enhance some aspects of the school’s key functions including learning and teaching. This vision is consistent with the school’s aims.	Strategy in place
4	The vision does not distinguish clearly between the different opportunities offered by ICT. It is limited to the potential impact of ICT on marginal aspects of the school’s work or is mainly focused on the acquisition of resources.	Made a start
5	There is no expressed vision from those leading ICT.	Nothing in place

 

Aspect: 1a-2 Development and ownership of the vision

• Who has been involved in the development of the school's ICT vision?
• How widely is the vision understood and embraced?
• Is the ICT vision well expressed and recorded so that everyone can access and understand it?
• Has the school considered if and how pupils and/or parents have been involved?

Level	Position Statement
1	Development of the ICT vision has actively involved appropriate staff, governors, pupils and parents. The vision is understood and embraced by all, or nearly all, staff, governors, and pupils and is supported by parents/carers and the wider community.	Aspirational
2	Development of the ICT vision has actively involved appropriate staff, governors and pupils. The vision is understood and embraced by most staff, governors and pupils.	Coherence
3	Development of the ICT vision has involved appropriate staff and governors. This vision is understood and embraced by many staff and governors.	Strategy in place
4	Development of the ICT vision has involved few staff and governors. The vision has been shared, but is only understood and embraced by some staff.	Made a start
5	There is no expression of a vision for ICT.	Nothing in place

Aspect: 1a-3 Reviewing the vision

• Is the vision kept under review?
• Is it informed by an understanding of emerging technologies and educational practice?
• Do the outcomes of the school’s own evaluation contribute to the review?
• In keeping up to date, has the school sought advice, guidance and information from outside – for example, other schools, Local Authority, other individuals and agencies?
  

Level	Position Statement
1	The school proactively explores the potential of emerging technologies, new practices and outcomes of its own evaluations to regularly review and update its vision for ICT.	Aspirational
2	The school regularly reviews and revises its vision in the light of developments in technology, knowledge of effective practice and the outcomes of school monitoring and evaluation.	Coherence
3	The school reviews its vision in relation to emerging technologies or effective practice. The vision is not consistently informed by the outcomes of internal evaluations of the impact of ICT.	Strategy in place
4	The school does not have any systems to review or develop its vision for ICT. It has limited, or ad hoc awareness of emerging technologies or practice which might influence a future vision for ICT.	Made a start
5	There is no expression of a vision for ICT.	Nothing in place

What evidence could the school use? The evidence for this strand may be drawn from any or all of the following: The expressed aims of the school. The expressed vision for ICT (written or verbal) and any revisions. Discussions with staff and others to identify their understanding and ownership of the ICT vision and their roles in creating and reviewing that vision. Processes for review of the vision, including previous vision statements. Communications beyond the school to identify the understanding and sharing of the vision for ICT. Formal and informal discussions with pupils. Documents ICT Policy Strategic Plan School Prospectus Website Minutes from meetings – Govs and Staff – re-vision Financial plans / sustainability Roles and responsibilities – job descriptions Interviews with SMT Interviews with Subject Leader The vision for ICT