GLF Schools

GLF Schools

GLF Schools was founded in 2012 in order to enable the federation of Glyn School (an academy in 2011) and Danetree Junior School. Together, we began our journey to become a MAT of more than 1000 talented staff working with over 10,000 children in 40 schools across 5 regions in southern England.

Sian Townsend
Computing Subject Leader

"We need technology in every classroom and in every student and teacher’s hand, because it is the pen and paper of our time, and it is the lens through which we experience much of our world."

David Warlick


The study of computing is deeply linked to mathematics, science and design and technology, while ensuring that all children become digitally literate and active participants in the digital world.

Computing Programmes of Study (KS1 & KS2)


Vision for Computing

Computing Policy


Progression in Knowledge and Skills for Computing at Floreat Montague Park

In Early Years, children are given a broad, play-based experience of computing with a range of contexts, including off-computer activities and outdoor play. Confidence, control and language skills are developed through various opportunities, like ‘programming’ each other using directional language, controlling programmable toys and having access to simple equipment, like CD players and cameras. Children begin to understand that a range of technology is available and have a limited amount of screen time using the Interactive Whiteboards in their classrooms. 

In Key Stage 1, children begin to explore the digital world by engaging in tangible and challenging tasks, as well as learning how to use a computer safely. Children cover a variety of computing skills, including understanding algorithms, creating and debugging simple programs and using logical reasoning to predict the behaviour of simple programmes. Purposeful use of technology is a common study throughout Key Stage 1 and children learn to create, organise, store, manipulate and retrieve digital content.  Alongside focused sessions and cross-curricular activities, children begin to select and use technology (either in groups or individually), for example preparing an assembly to deliver.

In Lower Key Stage 2, children continue to explore the digital world and revisit the responsible and respectful use of technology. Children are able to improve their creating, organising and manipulating skills, while learning about computer networks and understanding the opportunities these technologies offer for communication and collaboration. Children learn various skills, like sequencing, selection and repetition in programs and using logical reasoning to explain simple algorithms. Children have access to Chromebooks in their classroom daily and are encouraged to select and use the technology independently.

In Upper Key Stage 2, the skills previously learnt during computing are deeply covered and children have the opportunity to use these skills in different ways and expand their digital abilities throughout their day. Children are expected to use search technologies and a variety of software to edit videos, create webpages and communicate online, as well as use their knowledge to share information. Online safety and recognising acceptable and unacceptable behaviour while using technology continues to be a focus in our Computing lessons. Alongside focused sessions and planned cross-curricular activities, children are expected to independently select and use technology throughout their school day. For example, this can be for independent research or preparing assemblies.

Computing Progression of Skills - EYFS to Year 6