Lancashire Education Award

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16th December 18

St Mary and St Andrew's Catholic Primary School - Best Practice Award

Our plan was to use digital technologies to enhance collaborative teaching and learning across the curriculum. We set out by joining Lancashire Digital Technologies Research Network to collaborate and share best practice.

To ensure that use of technology did not distract from the children's learning, all staff were trained in the use of iPads to enhance the learning environment and to provide unique opportunities for pupil review and presentation across the curriculum.

As a result of the project, pupil aspirations have been raised through increased challenge, expectation and opportunities. Learning environments have also been enhanced through greater access, engagement and trained support.

We continue our involvement in the network and in the training of all staff, resulting in improved standards in the teaching and learning environment through the adoption of cutting edge digital technologies for now and for the future.

Hillside Specialist School and College - Good Practice Award

To assess the use of iPads throughout the school and the positive impact iPads have had on helping children with Autism access the Curriculum.

Posted: 16th Jan 2014 Little Me Cluster : Adobe Acrobat file (94.8k)

Rosegrove Nursery School, Basnett Street Nursery School, Rockwood Nursery School, Taywood Nursery School - Innovative Practice Award

  • The cluster formed a small working party of local Nursery Schools to look at how to address equalities and community cohesion with Nursery age children. With support from the EMA/GRT achievement service, they chose to use a simple figure 'Little Me' to support their work.
  • Each child made their own, self-representation 'Little Me' figure and used them in all areas of continuous provision within the different nurseries. They were used in transition and as a way of developing parental engagement through a home/school 'Little Me Adventure Book' or through discussions or conversations.

It was evident that through the use of 'Little Me', children's personal, social and emotional development was supported and communication between home and school was enhanced.

Posted: 6th Jun 2011 Creative use of ICT to enhance teaching ....   : Adobe Acrobat file (86.6k)

.... and learning throughout the school

Lever House Primary School (Best Practice Award)

The vision was:

  1. to train staff and pupils in the use of ICT equipment and software;
  2. stakeholders investigate teaching and learning and how ICT can impact on it positively;
  3. to re-organise the way teachers and pupils use ICT;
  4. to re-organise how learning is shared through school;
  5. to develop an iTouch project for Year 6 pupils to make links with home and improve writing;
  6. to share our learning with our locality and globally.

In 2006, Apple computers were purchased and placed through school in addition to video cameras, ipods and digital cameras.

Sept 2006 - 2007 focussed on training staff and pupils on video - filming, editing and exporting.
Sept 2007 - 2008 focussed on using Pages and Comic Life software to enhance literacy and combining text and graphics in a Desktop Publishing environment.
2008 - 2009 focussed on podcasting and animation.
2009 - 2010 focussed on embedding multi media throughout the curriculum and using Garage Band to develop music composition.
2010 - 2011 is focussing on using iTouches to enhance writing and pupil engagement within the curriculum.
 In 2008 the school was made a Regional Training Centre for Apple.

.... and Raising Standards

Flakefleet Primary School (Good Practice Award)

Using ICT as a tool to improve learning and teaching, enhance communication, and develop the leadership and management to achieve an increase in standards and a school of which to be proud.

Posted: 6th Aug 2008 Innovative use of ICT- bringing a sense of ... : Adobe Acrobat file (78.4k)

... community and calm to the school day

St Augustine's Roman Catholic Primary

  • Following a TIPD visit to Thailand, staff have worked to implement some of the systems and behaviours they observed.
  • The journey began with the introduction of a live daily broadcast to all classes through their Interactive Whiteboards.
    The broadcast includes notices, prayers and a short meditation. It is led by the pupils who read a pre-prepared script from laptop computers.
  • The meditation has been particularly effective in calming and focusing the pupils for the day ahead.
  • The pupils are encouraged to improve their speaking and listening skills, as they take the role of audience or broadcaster. Pupil's independence is challenged, as they take responsibility for setting up the broadcast equipment. The pupils experience a sense of belonging and importance in the school community.
  • Through brainstorming sessions with staff, the broadcast system was developed further, so that it is now used at other times in the school day, to deliver interviews with local MPs and visitors, quizzes and competition results.
    Another innovation implemented was a change to the traditional school bell system. The school now uses music as indicators for breaks in the school day. The music has a calming effect on pupils as they move around the school building for break and lunchtimes.
  • The music system was developed further by using special music for specified occasions to create desired moods and atmospheres around the school - e.g. 'we are the champions' was played on the walk out to sports day.
Posted: 25th Feb 2009 Transforming teaching and learning using... : Adobe Acrobat file (60.9k)

...Becta's Self Review Framework

Lancaster Road Primary School (Good Practice)

The school used Becta's Self Review Framework in order to focus on enhancing teaching and learning and to raise standards. A renewed vision for ICT was formulated and now contributes to the aims and objectives for whole school development. The ICT curriculum has been modified in order to keep pace with pupils’ increased ability and also with developments in the renewed frameworks.

Subject leaders looked more closely at their areas of responsibility and are more aware of how ICT can enhance their subjects. Class teachers are using more multimedia interactive resources and ICT is now embedded naturally into the curriculum. Regular CPD has been key to these developments.

Parents are engaging more in their children’s learning via Moodle and pupils are extending their learning beyond the school day.

The assessment of ICT has been overhauled with more emphasis being placed on pupil self assessment. Pupils have more understanding of what is expected and what the next steps will be.

E-safety is incorporated into planning and a scheme of work has been developed.

Learning has become more exciting, relevant and fun; pupils have access to a range of ICT technologies which enable them to exploit their creativity.

Posted: 6th Feb 2009 Developing the Role of the ICT Champion : Adobe Acrobat file (106.9k)

St Philip's Primary School (Good Practice)

Pendle Networked Learning Community has existed in various forms for over two decades and was originally a relationship created for the mutual support of a group of very small schools. The group is a diverse group, some serve rural communities, others are in urban contexts. That diversity enriches our relationship and has enabled us to promote a number of school- to-school projects over recent years strongly linked to social cohesion.
This project was to develop the skills and resources within this group of people to be the key drivers in ensuring ICT pervades the life and work of our schools. We viewed this as a capacity building programme to build within this group the selfsustaining capacity to lead change. Our aspiration was that in championing ICT they support and develop others in their roles as class teachers/subject leaders.
By adopting an enquiry approach we enabled the group to create a rigorous approach to testing the efficacy of any new provision and we created and allowed them to portray what emerges from the process so that others can learn from their experiences.
The programme was designed as a CPD project. A group of staff (teaching and nonteaching)
representing each of our schools was brought together to investigate and develop coaching as a philosophy which we planned to use to enhance the way our co-ordinators led their subjects.
Concurrently these training sessions enabled us to use the philosophy to developpeer to peer coaching in ICT skills and knowledge for our pupils.

Posted: 17th Aug 2006 Using ICT to Enhance the Primary Curriculum : Adobe Acrobat file (112.2k)

Ormskirk Asmall Primary School (Best Practice)

For several years the school had put ICT at the forefront of its development plans. Funds had been used to purchase a wide range of hardware including one computer to every 3 children and interactive whiteboards and digital projectors.

However, even though ICT was being used effectively by teaching and support staff to enhance lessons, it was felt that its use could be developed further. Following a review of the curriculum it was decided to focus on the use of ICT to extend and develop creativity across the curriculum. ICT became central to the programmes of study as opposed to an addition.

As a consequence the children became more involved and excited about the possibilities of new technology to develop their studies. They now regularly produce Powerpoint presentations and have established Asmall Radio which broadcasts to the whole school. But perhaps, most exciting of all, they were  able to monitor the bluetits as they nested in the nest box fitted with the digital camera.

The staff and pupils of the school were thrilled to receive the best practice award as an acknowledgement of their achievements.

Silverdale St. John’s C.E. School

This school has made extensive use of video conferencing to enrich the curricular experience of their children and first became involved with the Cambridge University Motivate project in 2002. This involved all year groups taking part in video conferencing focusing on enrichment in mathematics and simultaneous collaborative work around the world. The school has since worked with national museums on a variety of projects and in 2004 took part in the LCC Museum Service Pilot, working in particular with Helmshore Textile Museum. As well as being highly motivating for children, video conferencing also provides access to expertise not otherwise available – e.g. a conversation with the curator at the National Portrait Gallery, or by talking live with six year old children in Karachi. Children learn quickly how to ask open rather than closed questions.

Posted: 24th Jul 2008 Smart Sounds- Innovative use of ICT to support ... : Adobe Acrobat file (58.8k)

... phase one of Letters and Sounds

Rosegrove Nursery School

• The project of developing ICT resources to improve speaking and listening skills has been hugely successful and satisfying.
• It is part of the School Development Plan to improve the children's communication skills. As ICT is a strength of the nursery, we decided to develop our existing knowledge and resources to address this issue.
• All the staff had training in using the Letters and Sounds document and when considering ways of using ICT to enhance our provision we decided that the best way forward would be to create our own bespoke resources. For this reason we decided to initially develop activities that would support Phase One of 'Letters and Sounds'.
• We contacted the ICT advisory service and arranged consultancy meetings with the Early Years Advisor where we identified equipment and software which would help us.
We have developed resources using smart note pad, talking resources, recording and editing software, digital cameras and digiblue cameras amongst other resources. Most activities are presented as games or challenges and we try to cater for visual, auditory and kinaesthetic learners. As we can differentiate the activities according to ability, we have found all the children to be enthusiastic and motivated learners who achieve success.

Lordsgate Township CE Primary School (Best Practice Award)

Raising standards in ICT has been the main focus of Lordsgate’s School Improvement Plan since 2000. However, in 2004 we decided to develop this area further by making the use of ICT within the whole school curriculum our main focus. Our aim was to further improve pupils’ standards in ICT by their experiences gained using ICT in a practical context. Teaching and learning across the curriculum has been enhanced by provision of a greater variety of resources and tools enabling teachers to cater for different learning styles. This has had a positive impact on pupils’ enjoyment as lessons are more interactive. Children actively queue up for undertaking responsibility for the equipment. This development required staff training and dedication as well as additional funding earmarked in the school budget, NGFL and E-Learning Credits. The Excellence Award has been a way of acknowledging the staff’s commitment and efforts in this area as well as celebrating our achievements of enhancing teaching and learning through using ICT within the curriculum. 

Posted: 11th Apr 2008 Establishing more effective use of ICT ... : Adobe Acrobat file (59.3k)

... across the curriculum

Clitheroe Royal Grammar School

clitheroe Royal Grammar School

Following our Ofsted Report in March 2002, we set out to improve the variety of teaching and learning, and to raise standards, by widespread incorporation of the use of ICT across the curriculum.  A rolling programme of investment in upgraded ICT facilities in computer rooms was implemented.  In 2003/4 two 'mobile classrooms' were purchased to make 20 computers available in 'standard' teaching rooms.  From 2004, installation of interactive whiteboards in teaching rooms was identified as a spending priority.  All teaching staff now have a laptop. Staff training in the use of the new facilities has been ongoing. Departments have been actively encouraged to use e-Learning Credits to provide resources to enhance their teaching.  We are currently developing increased use of the intranet.

As a result of these changes, students now have access to a greater range of resources to enable more independent learning.  They can use the intranet from home for after-hours learning and research.  They can e-mail work to and from school, enabling more effective progress, for example when doing coursework.  They routinely present work using PowerPoint. Staff have access to a wider range of teaching styles and up-to-the-minute resources which enhance the enjoyment and achievement of their pupils.

Posted: 22nd Feb 2007 Innovative use of ICT to enhance learning : Adobe Acrobat file (59k)

Wrightington Mossy Lea Primary School

Our project for using ICT to support learning has been both interesting and successful.   We have used a mixture of Videoconferencing and digital learning to support children's development. 

Children have taken part in videoconferences in a variety of curriculum areas and are gaining confidence in using ICT to support their learning.  One area that we have particularly developed is Speaking and Listening.  Videoconferencing has resulted in progress being made in this area particularly in KS2.

Being a small rural school, we have felt that his project has resulted in links with other schools and has made a cultural difference to the children's development.

Posted: 6th Aug 2008 Using ICT to Enhance The Primary Curriculum : Adobe Acrobat file (58.5k)

Heskin Pemberton C.E Primary School (Good Practice Award)

For the past two years the school has put ICT development as a key focus in the School Development Plan to enhance learning and teaching an all areas of the curriculum. Funding has been used to enhance ICT. Each class has desktop computers available for the children, but we now also have a bank of laptops. Each room has an interactive white board and projector. We have purchased digital cameras, video cameras and data handling equipment. Staff have been given time for training to develop their use of ICT opportunities across the curriculum. Children have developed their skills to a very high standard. They now regularly produce Multi-Media presentations, photograph stories and information posters related to many aspects of learning. The children enjoy their lessons especially when ICT is involved.

Aughton Town Green Primary School - Good Practice Award

  •  Our project to produce a new creative ICT scheme that would have a positive impact on the     children's learning has been very successful.
  • Although we felt the use of ICT in school was good, we could see that our children were becoming more aware and skilled at using the latest technologies. Our old scheme didn't allow for the creative use of ICT and therefore wasn’t having a huge impact on learning.
  • Following several visits to schools with outstanding ICT, it was clear that we needed to completely renew our scheme with a clear focus of using ICT creatively. Initially we implemented the new scheme in Year 3 and 4. Unlike previously, we began a team approach to our planning which meant that all members of staff were involved. With a focus on creativity, it was clear that the new plans would provide the pupils with the opportunity to use ICT in a way that hadn't done before - e.g. creating animations for Year 6 revision, producing their own weather reports using sound and video equipment.
  • After piloting the new approach for two terms in the lower juniors we then involved the remaining year groups. This process has continued for the past two years with a new creative ICT curriculum now in place. It is clear through the work being produced that the children have benefited greatly as a result of these changes and are enjoying these new opportunities. 

.... progression document.

Red Marsh School - Good Practice Award

  • Red Marsh School is a special school for pupils with severe and profound learning difficulties aged  2 – 19. Pupils' ICT skills do not match their chronological age. The rates at which pupils develop their ICT depend on their physical and cognitive ability.
  • In order for our pupils to progress in ICT they require many opportunities to repeat skills in many different contexts in order to consolidate and generalise their skills - a fact acknowledged by the DFE (Progression guidance 2010/2011). Pupils with the most profound difficulties may need to practice skills for number of years in order to consolidate their learning and enabline them to progress further.
  • Our vision at Red Marsh School is to see ICT as an exciting, stimulating and highly motivating part of their learning.
  • In the autumn of 2009 I became the schools ICT co-ordinator. I immediately identified the urgent need for a wide range of up to date ICT resources to be implemented across school - e.g. webcams, IPADS and laptops. I identified that pupils in the senior departments were using the same ICT journey through the school - unstimulating and not challenging.
  • I came up with the idea to introduce a progression of hardware and software resources into each class. This enabled each pupil access to range of exciting hardware and software resources that was age related but allowed pupils to build on their individual ICT skills.