The use of continuing professional development and support to develop ICT, as a natural tool to deliver the national curriculum, to engage pupils and raise attainment.

Why this is leading practice

• A strategic approach to the development of ICT has been taken across the 13 schools that form East EAZ. This approach has been developed over a
• period of nine years and has enabled flagship provision for pupils across the EAZ. The provision has included training for staff, technical support,
• investment in infrastructure, and the development of an ICT coordinator network.
• Subject leaders have been supported to be able to lead their school’s self review in ICT provision through work with the TDA and BECTA.
• Partnerships have been generated with organisations such as Education Business Links who part funded a visit by the coordinators to Hanover for
• the CEBIT conference.

Impact to date

• The work of the EAZ has established a confidence amongst schools, their Head Teachers, teachers, parents and pupils in using ICT as a tool for engaging learners in their own development.
• Detailed data has enabled the EAZ to track attainment as well as engagement of pupils
• The levels of networking, being part of good practice as well as access to high quality support and training, has helped to improve standards according to staff members.
• Staff confidence has been raised in the potential scope of ICT in engaging pupils.
• Staff have become ICT leaders in their schools.
• ICT provision has increased
• Parental involvement has increased
• Raised and measurable pupils engagement and
• achievement.
• A clearer understanding through the work of the EAZ of
• how each phase of ICT education works for the feeder
• and receiver schools e.g. KS2->3. Progress of skills
• greatly enhanced as a consequence.
• Satisfaction levels of EAZ schools on ICT services offered –
• information obtained from Biannual reviews shows no grade
• lower than “Good” with many schools reviewing this aspect of
• East EAZ work as “Outstanding.”
• The engagement of boys in ICT through this project and visual literacy work has increased as has their positive interest in writing.

Rationale / Start Point

• Schools are located in a geographic area of high challenge, deprivation and lower attainment. Research by East EAZ ICT shows ICT is significant in
• engaging pupils with the curriculum and learning.
• Pupils’ learning has been measured and is increased in quality and attainment when ICT is used as tool in lesson.
• Few other organisations have taken this strategic approach to developing ICT.

Key Strategies

• The EAZ applies a rigorous approach to:
• Planning
• Self review
• The EAZ Audit of ICT needs leads to`bespoke` training and support
• Technical support
• Investment in infrastructure
• Development of ICT Coordinator Network
• Clear management systems and structures enable clarityof roles and responsibilities, target milestones trackingand impact measurement.
• Clear and easy routes for schools to access EAZ supportfor individual school challenge that is independent of wider network targets.
• Regular team meetings with agendas focused on achieving goals.
• Systems and structures involving clear timetables, plan and roles.
• Action plans formulated with input from all zone staff.
• Partnership group and from schools themselves.
• Strengthening of professional practice: 96% of lessons: Good or Better when using ICT and after training with EAZ.

Sustainability and Further Development

The programme is sustainable as it is now embedded in the ethos and working practice of the EAZ and the individual schools within its remit.

The programme will develop over time to meet the needs of the schools and the pupils.

The EAZ should look to:

• develop a broader access for the community
• further develop wireless technology across the zone to enable pupils and learners to access learning through mobile and laptop technology
• further develop[opportunities for parents to learn about and use ICT
•