Acceptable Use Statement

The computer system is owned by the school. “The computer system” means all computers and associated equipment belonging to the school, whether part of the school’s integrated network or stand alone, or taken offsite.

Professional use of the computer system is characterised by activities that provide children with appropriate learning experiences; or allow adults to enhance their own professional development. The school recognises that technologies such as the Internet and e-­‐mail will have a profound effect on children’s education and staff professional development in the coming years and this policy has been drawn up accordingly.

The installation of software or hardware unauthorised by the school, whether legitimately licensed or not is expressly forbidden.

The school reserves the right to examine or delete any files that may be held on its computer systems or to monitor any Internet sites visited.

All members of staff, students on placement, supply teachers etc must sign a copy of this policy statement before a system login password is granted. All children must be made aware through class discussion of all the important issues relating to acceptable use, especially the monitoring of Internet use.

Internet Access Policy Statement

All Internet activity should be appropriate to staff professional activities or the children’s education;

  • Access is limited to the use of authorised accounts and passwords, which should not be made available to any other person;
  • The Internet may be accessed by staff and children throughout their hours in school;
  • Activity that threatens the integrity of the school’s computer systems, or that attacks or corrupts other systems, is prohibited;
  • Users are responsible for all e-­‐mail sent and for contacts made that may result in e-­‐mail being received. Due regard should be paid to the content. The same professional levels of language should be applied as for letters and other media;
  • Use of the school’s Internet for personal financial gain (including the use of online auction sites), gambling, political purposes or advertising is excluded;
  • Copyright of materials must be respected. When using downloaded materials, including free materials, the Intellectual Property rights of the originator must be respected and credited. All material saved on the school’s network is the property of the school and making unauthorised copies of materials contained thereon maybe in breach of the Data Protection Act, Individual Copyright or Intellectual Property Rights;
  • Use of materials stored on the school’s network for personal financial gain is excluded;
  • Posting anonymous messages and forwarding chain letters is excluded;
  • The use of the Internet, e-­‐mail, or any other media to access inappropriate materials such as pornography, racist or any other offensive material is forbidden;
  • Children must not be given unsupervised access to the Internet. For the purposes of this policy, “supervised” means that the user is within direct sight of a responsible adult;
  • The teaching of Internet safety is included in the school’s ICT Scheme of Work, but all teachers within all year groups should be including Internet safety issues as part of their discussions on the responsible use of the school’s computer systems;
  • All children must understand that if they see an unacceptable image on a computer screen, they must turn the screen off and report immediately to a member of staff.

System Monitoring

  • Through the LGfL and the school’s Google Apps account, all internet activity is monitored by the system. It is the responsibility of the Administrator to review this activity periodically. It is the duty of the Administrator to report any transgressions of the school’s Internet policy and/or use of obscene, racist or threatening language detected by the system to the ICT coordinator &/or the Headteacher. Occasionally, it may be necessary for the Administrator to investigate attempted access to blocked sites, and in order to do this, the Administrator will need to set his/her Internet access rights to “Unrestricted”. Whenever this happens, this should be recorded in the ICT violations register, and the Headteacher notified.
  • All web activity is monitored, including the content of e-­‐mail, therefore it is the responsibility of the user to ensure that they have logged off the system when they have completed their task;

All serious transgressions of the school’s Internet Access Policy are recorded in the school’s ICT violations register. The violations register can be found in the subject coordinator’s file.

Transgressions of Internet Policy and use of inappropriate language can be dealt with in a range of ways, including removal of Internet access rights; computer system access rights; meetings with parents or even exclusion; in accordance with the severity of the offence and the school’s Behaviour Policy.

Breaches of Internet Access Policy by staff will be reported to the Headteacher and will be dealt with according to the school’s and LA’s disciplinary policy, or through prosecution by law.

Internet Publishing Statement

The school wishes the school’s web site to reflect the diversity of activities, individuals and education that can be found at Upland Primary School. However, the school recognises the potential for abuse that material published on the Internet may attract, no matter how small this risk may be. Therefore, when considering material for publication on the Internet, the following principles should be borne in mind:

  • No video recording or photographed image may be published without the written consent of the parents/legal guardian of the child concerned, and the child’s own verbal consent;
  • Surnames of children should never be published, especially in conjunction with photographic or video material;
  • No link should be made between an individual and any home address (including simply street names);
  • Where the person publishing material suspects that there may be child protection issues at stake then serious consideration must be taken as to whether that material may be published or not. In the case of a simple piece of artwork or writing, this may well be fine, but images of that child should not be published. If in any doubt at all, refer to the person responsible for child protection.
  • Adults are encouraged to set up blogs and other online environments to celebrate and stimulate learning. Blogs should be set up by adults and controlled from an adult’s Google apps account only. Children should be allowed to contribute to the blog under adult supervision. Adults should carefully monitor all comments before approving them to be published. Children are not permitted to set up their own blogs, or access their personal blogs in school.

Personal Devices

  •   Staff are permitted to make use of personally owned devices in accordance with the description of ‘professional use’ stated above.
  • Staff are reminded that the school cannot accept liability for the loss or damage of these devices and they are used entirely at the risk of their owner. Any ancillary costs such as app purchases for private devices or Internet connection charges are solely and entirely the responsibility of the owner.
  •  The use of private devices for the capture or storage of images or video of pupils is expressly forbidden

Social Media and Electronic Communication

  • Social Media: staff are encouraged to make use of social media for their own development. Use of social media in school is permitted only within the definition of the ‘professional use’ statement above.
  • Children should be supervised at all times when accessing and using school or class social media accounts. Children are not permitted to access their own social media accounts in school.
  • Staff are advised in the strongest terms not to make connections on social media websites with pupils at the school, or to other adults who have connections with pupils within the school. Staff are advised to review the security settings on their social media accounts and to seek advice about this from their union.
  • Electronic communications with students: The school recognises the role that the internet and associated electronic communications can play in developing a 21st century curriculum. As part of this, teachers and students may communicate electronically. Staff should only communicate electronically with a pupil in an open forum, i.e. a forum that can be viewed publically. This might include, but is not limited to discussion forums, the comments section of a blog, an @user message on twitter or an online pin board. It is expressly forbidden for teachers to communicate privately with a student, for example through email or direct messaging.
  • Google Drive. When working in the cloud, pupils should share their work with their group, their teacher and the monitoring address. Teachers may communicate electronically on a cloud document only when it is shared with at least 2 pupils and the monitoring account.
  • Any emails sent from school account must include the school’s approved indemnity and privacy statement.

Off Site Usage

  • Equipment such as laptop computers and iPads may be taken offsite for use by staff in accordance with the Acceptable Use Statement and Internet Access Policy. When school equipment is taken offsite, the member of staff who has taken it is wholly responsible for it and is liable for any loss or damage.
  • Any costs generated by the user at home, such as phone bills, printer cartridge etc. are the responsibility of the user;
  • Where a member of staff is likely to be away from school through illness, professional development (such as secondment etc.) or maternity leave, arrangements must be made for any portable equipment in their care to be returned for school.
  • If an individual leaves the employment of the school, any equipment must be returned;
  • Staff may install software on laptops to connect to the Internet from home. If in doubt seek advice;
  • No other software, whether licensed or not, may be installed on laptops in the care of teachers as the school does not own or control the licences for such software;

I confirm I have read and understood the above statement.




Institution: Upland School


“Our vision is to develop children’s active and creative minds, through fun, inspiring opportunities to learn. We will develop confident lifelong learners with skills to tackle the present and the future”

Upland Primary School Marking Policy

Compiled October 2013

The purpose of feedback and marking is to provide constructive interactions between student and teacher, focused on sharing, celebrating and defining success and identifying and scaffolding next steps against the specific learning intentions and success criteria for the lesson and against progress through time.


We mark children’s work and offer feedback in order to:

  • Show that we value their work, and encourage them to do the same.
  • Support self-esteem and aspirations through use of praise and encouragement.
  • Offer them specific information on the extent to which they have met the lesson objective, and or the individual targets set for them.
  • Gauge their understanding, and identify any misconceptions
  • Inform planning
  • Inform children of the next steps in their learning, and scaffold this for them
  • Provide a basis both for summative and formative assessment and inform individual tracking of progress

Principles of Marking and Feedback

The research into marking and feedback is extensive. The school adheres to the following principles, drawn from a variety of sources


  • The success of marking and feedback will be judged on how well it alters the gap between actual and reference levels
  • Marking must ensure a positive outcome. I.e. it aims to create a change in the actions/behaviours/thinking or processing of the student that enables them to achieve the goal that has been set
  • Marking will be descriptive, not evaluative. I.e. specifying achievement/improvement or constructing achievement/improvement not reward/punishment or approving/disapproving.
  • Marking should relate to the specific features of the task. I.e. it must always be with reference to the learning outcome or specified targets for the pupil.
  • Marking should focus on the ‘what’ ‘how’ and ‘why’ of a problem
  • Elaborated feedback should be presented in manageable chunks, appropriate to the age and current ability of the pupil
  • Marking should not be so detailed as to totally scaffold the learning that the pupil does not need to think for themselves.
  • Use of praise should be specific and sincere. Specify what is impressive and why it is impressive. Avoid praising mediocrity.
  • Research shows that the effective timing of feedback depends strongly on the type of task being undertaken. This should be reflected in marking
    • Immediate feedback is most effective during procedural learning or when a task is especially challenging or new.
    • Delayed feedback is more effective when learning is being generalised from one context to another
    • When an improvement is stipulated, or next steps identified, the teacher must provide pupils with an opportunity to respond. During intervention marking (see below) this will be immediately, during the lesson, otherwise time must be allocated from subsequent lessons.
    • Research shows that feedback is more effective when coming from a trusted source. This should be reflected in the quality of the relationships teachers form with pupils.
    • Every effort will be made to ensure marking is purposeful to each and every child. This means teachers will adapt these principles appropriately for the age and ability of the pupil as well as for any special needs they have.


Immediate ‘intervention’ marking

Intervention marking refers to intervening at the point of learning to challenge a misconception or extend thinking at the point of learning to move the pupil forward during the lesson. Intervention marking will be used in lessons that are procedural or involve a particularly challenging area of new learning. This might include, but is not limited to

  • A maths lesson where pupils are learning a procedural function such as adding or subtracting
  • An English lesson where the pupils are learning how to construct complex sentences or punctuate a sentence correctly
  • A DT lesson where pupils are learning to sew for the first time
  • An Art lesson where pupils are learning to mix colours or shade

During the lesson the adult will view the child’s work and make a judgement about the next steps for the pupil with reference to and in order to enable them to achieve the learning objective or specified target. The teacher would annotate the pupil’s work with an ‘I’ in a circle and an appropriate, descriptive, non evaluative comment that specifies the achievement and/or stipulates the required improvement. Where appropriate, a modelled example might also be provided.

Later in the lesson, or after the lesson if necessary, the teacher should return to this comment and either acknowledge the pupil’s improvement (specifying the achievement) and/or provide next steps to extend or scaffold them as appropriate (specify the improvement).

All adults in a class, whose role it is to support the lesson, should be participating in intervention marking. It is the teacher’s responsibility to ensure that all adults are familiar with and understand the learning objective in order that they can do this. Supporting adults should annotate their comments with their initials.

Adults in the classroom should work hard to ensure that as many children as possible receive intervention marking during a suitable lesson. The management accept that it will not always be possible to annotate every book every lesson. Where this is the case, work that has not been intervention marked will be delayed marked as stipulated below.

Delayed Marking

Delayed marking refers to the teacher marking the work after the activity has been completed or at a critiquing event taking place after a period of sustained independent work. Delayed marking will be used in lessons where pupils are generalising learning from one context to another. This might include, but is not limited to:

  • A maths lesson where children are generalising their skills of addition by completing addition word problems.
  • An English lesson where pupils are generalising their understanding of the features of a text, to create an example of that genre.
  • A project based learning lesson where pupils are responding creatively to a generative question.

Delayed marking should also adhere to the principles stipulated above.


Other forms of acceptable marking

  • Combination marking
    • In some lessons, teachers may decide that it is appropriate to intervene at the point of learning, and then delay mark a piece of work as well. An example of this is during story writing when a pupil is being challenged to use a particular piece of punctuation, supported by intervention marking, and then the piece of writing is used for levelling. This type of marking is not efficient and should rarely be used and only for a specific purpose. For example, around statutory assessment protocols. Combination marking should not be routine.
    • Correction marking
      • For spelling tests and times table tests it is sufficient to indicate to the pupil if the answer is correct or incorrect. Information from this type of marking must always be fed into future planning.
      • Pick Up Marking
        • Pick up marking refers to identifying mistakes in a piece of work that do not relate to the learning objective, but which have an impact on the overall quality of the piece. For example, correcting grammar or punctuation in a lesson where the learning outcome relates to analysing the reliability of historical sources, or correcting the orientation of a pupil’s written digit during a lesson on addition. Teachers should exercise caution and judgement when ‘pick up marking’. Drawing a pupil’s attention to a mistake that is unrelated to the focus of their efforts can be distracting and or overwhelming for them and can result in progress being inhibited. If a pupil is making the same mistake repeatedly, for example failing to use capital letters correctly, then this should be addressed in interventions, or specific target setting. If a teacher judges it appropriate to mark in this way they should adhere to the following principles
          • Pick up marking should focus on one, or a maximum of two things, such as presentation, use of capital letters or the repeated failure to spell a word correctly.
          • They must be in addition to, and never instead of, quality intervention or delayed marking

Secretarial Elements

Marking will be done in green ink.

If a pupil is responding to next steps or an improvement, they should respond in red. This includes immediately responding to an intervention during a lesson. This is to make the chronology of learning apparent to senior leaders during monitoring. Once a child has addressed the improvement point, they resume using their normal pen. This will also help the pupil to visualise where their learning has taken place.

Teacher may, if they choose, use a pink highlighter to draw children’s attention to places where they have made a mistake, or to an intervention point written by the teacher. This should be in addition to and never instead of clearly specified achievement and improvement points. The children will know this as ‘pink for think’.

All comments written by adults must be legible, correctly spelt, and grammatically accurate.