SURVEY OF INFORMATION AND COMMUNICATIONS TECHNOLOGY IN SCHOOLS 20031 CONTENTS Introduction Key figures Key facts Section 1: Computers in School Computers used mainly or solely for teaching and learning purposes Computers used mainly or solely for management and administrative purposes Percentage of schools with wireless networks Percentage of schools with combined curriculum and administration networks Percentage of schools with client-server or peer to peer networks Extent of networking in schools Number of computers by type of computer Peripherals available for ICT per school Section 2: Internet and electronic communications Computers connected to the Internet School websites Measures to prevent access to undesirable materials on the Internet E-mail access in schools Section 3: Staff confidence and use of ICT in teaching Staff confidence in the use of ICT Access to ICT outside of school Use of ICT in areas of the curriculum Positive effect of ICT in areas of the curriculum Staff ICT usage ICT and teacher workloads Section 4: Expenditure on ICT in schools Technical Support Management Information Systems Expenditure on ICT in schools by type of school Main sources of technical support Uses of schools' Management Information Systems (MIS) Survey Methodology Survey Forms PAGE 3 4 5 9 10 12 13 13 13 14 14 15 16 17 18 19 19 20 22 23 24 25 26 27 28 29 30 30 31 2 Introduction 1. This Statistical Bulletin reports on a survey of Information and Communications Technology (ICT) provision and usage in schools in England as at the year end 31 March 2003. The figures for 2003, apart from those published in Statistical First Release 18/2003 Information and Communications Technology in Schools in England: 2003 are new and published for the first time. The figures for 2002 have been revised since publication in Statistical Bulletin 07/02 Survey of Information and Communications Technology in Schools 2002. The revised figures for 2002, apart from those published in Statistical First Release 18/2003 are also published for the first time. Figures for 2002 and 2003 and comparable figures for 1998-2001, where these are available, are shown in the tables. 2. The aim of this survey is to identify and illustrate progress in key aspects of ICT usage (including for teaching and learning, management and administration) by schools thereby providing information to inform policy development at national, regional and local level. In particular the surveys findings will be used to: by 2004 computer to pupil ratio targets of 1: 8 in primary schools and 1: 5 in secondary schools. by 2006 all schools connected to the Internet by Broadband. Inform understanding of the infrastructure required to meet the PSA Key Stage 3 ICT strategy target for 2007 (85% of 14 year olds achieving level 5 or above) and a range of other initiatives and programmes. Understand the extent to which different forms of ICT, are used in schools. This will inform the development of embedding ICT in teaching and learning. • • 3. In May 2003, the Secretary of State for Education and Skills launched Fulfilling the Potential. This outlines future directions for ICT in schools and places them in the context of the Government’s programme of reforms, citing the integration of ICT as an enabler to whole school development as well as higher standards of teaching and learning. The outcomes of this survey will help to inform the process (Copies of Fulfilling the Potential are available on www.dfes.gov.uk/ictinschools). • Measure progress towards ICT targets announced by the Prime Minister: 3 KEY FIGURES Primary 2000 2001 Secondary 2001 Special 2001 1998 Expenditure on ICT average expenditure per school (£); LCL 1 UCL 2 1999 2002 2003 1998 1999 2000 2002 2003 1998 1999 2000 2002 2003 3,600 .. .. 7,000 .. .. 8,300 .. .. 10,300 .. .. 12,900 12,200 13,500 11,200 10,700 11,800 40,100 .. .. 45,400 .. .. 50,100 .. .. 60,300 .. .. 75,300 72,300 78,300 65,000 62,500 67,500 7,500 .. .. 10,200 .. .. 11,900 .. .. 13,300 .. .. 15,100 14,200 16,000 13,600 12,700 14,500 Computers mainly used for teaching and learning in schools average number of pupils per computer LCL 1 UCL 2 average number of computers per school LCL 1 UCL 2 3 17.6 .. .. 13.3 .. .. 13.4 .. .. 16.1 .. .. 12.6 .. .. 17.8 .. .. 11.8 .. .. 20.7 .. .. 10.1 9.8 10.4 24.9 24.1 25.7 7.9 7.7 8.0 28.6 28.0 29.3 8.7 .. .. 100.9 .. .. 8.4 .. .. 101.3 .. .. 7.9 .. .. 112.6 .. .. 7.1 .. .. 127.7 .. .. 6.5 6.3 6.6 159.0 155.2 162.7 5.4 5.3 5.5 192.7 188.6 196.7 4.5 .. .. 18.5 .. .. 3.7 .. .. 21.0 .. .. 3.7 .. .. 21.3 .. .. 3.2 .. .. 24.8 .. .. 3.4 3.2 3.6 28.2 26.7 29.6 3.0 2.8 3.1 31.3 29.8 32.8 Percentage of schools connected to the Internet 17 62 Staff confidence in the use of ICT percentage of teaching staff who feel confident to use ICT in their subject teaching LCL 1 UCL 2 percentage of staff who have received some training in the use of ICT equipment LCL 1 UCL 2 percentage of staff who have received updated training in the use of ICT in the past two years LCL 1 UCL 2 5 4 86 96 >99 >99 83 93 98 >99 >99 >99 31 60 92 97 >99 >99 65 68 67 76 81 87 61 66 65 70 75 82 63 68 73 77 79 86 .. .. 90 .. .. 92 .. .. 82 .. .. 80 79 83 95 85 88 95 .. .. 85 .. .. 88 .. .. 75 .. .. 65 74 76 85 81 83 87 .. .. 89 .. .. 92 .. .. 85 .. .. 75 77 81 88 85 87 93 .. .. 45 .. .. 46 .. .. 60 .. .. 72 93 96 91 94 96 85 .. .. 36 .. .. 39 .. .. 49 .. .. 53 83 86 76 85 88 73 .. .. 46 .. .. 45 .. .. 66 .. .. 66 86 91 85 91 94 83 .. .. .. .. .. .. .. .. 89 93 83 87 .. .. .. .. .. .. .. .. 74 78 71 75 .. .. .. .. .. .. .. .. 82 88 80 85 .. not applicable. 1 Lower 95% confidence limit. 2 Upper 95% confidence limit. 3 Full-time equivalent pupils. 4 Includes school leaders and teachers. 5 Includes support staff. 4 KEY FACTS Expenditure on ICT 80,000 70,000 Average expenditure(£) 60,000 50,000 40,000 30,000 20,000 10,000 0 Primary 1998 1999 Secondary 2000 2001 2002 2003 Special Chart 1: Average expenditure per school on ICT by type of school: 1998 -2003 The average expenditure on ICT per school: • increased each year from 1998 to 2002 and then decreased in 2003 although it remained above the 2001 level for primary, secondary and special schools See Section 4 for more details on expenditure. Number of pupils1 per computer used for teaching and learning purposes 20 18 16 14 12 10 8 6 4 2 0 Primary 1998 1999 Secondary 2000 2001 2002 Special 2003 1 Headcount of pupils Chart 2: Average number of pupils per computer per school by type of school: 1998 -2003 • There were year on year reductions in the number of pupils per computer used for teaching and learning purposes from 1998 onwards for primary and secondary schools. Number of pupils per computer 5 secondary and special schools.Computers in Schools Average number of computers 250 200 150 100 50 0 Primary 1998 1999 Secondary 2000 2001 2002 2003 Special Chart 3: Average number of computers used mainly or solely for teaching and learning purposes per school: 1998 – 2003 The average number of computers used mainly or solely for teaching and learning purposes per school: • increased each year from 1998 to 2003 for primary. See Section 1 for more information on numbers. 6 . ages and types of computers in schools. Access to the Internet 100 90 80 70 60 50 40 30 20 10 0 Primary 1998 1999 Secondary 2000 2001 2002 Special 2003 Chart 4: Percentage of schools with access to the Internet: 1998-2003 • Practically all schools are now connected to the Internet. See Section 2 for more details on access to the Internet in schools and use of e-mail and Internet by teachers and pupils. 7 . E-mail accounts for teaching staff Percentage of schools 80 Percentage of teaching staff 70 60 50 40 30 20 10 0 Primary 1998 1999 Secondary 2000 2001 2002 Special 2003 Chart 5: Percentage of teaching staff with access to a personal e-mail account: 1998 – 2003 • In secondary and special schools the percentage of teaching staff with a personal e-mail account has increased between 2002 and 2003 and in primary schools there has been a small decrease over the same time period. secondary and special schools. Percentage of school leaders and teachers Percentage of teaching staff 100 90 80 70 60 50 40 30 20 10 0 Primary 1998 1999 Secondary 2000 2001 2002 Special 2003 Chart 7: Percentage of school leaders and teaching staff who have received updated training in the past two years in the use of ICT: 1998-2003 • The percentage of school leaders and teaching staff who received updated training in the use of ICT in the past two years was higher in 2002 and 2003 than in 2001 and earlier years for primary. secondary and special schools. See Section 3 for more details about teachers’ confidence and staff training in the use of ICT and about the use and benefit of ICT within the curriculum. 8 .Teachers’ confidence and staff training in the use of ICT 100 90 80 70 60 50 40 30 20 10 0 Primary 1998 Secondary 1999 2000 2001 2002 Special 2003 Chart 6: Percentage of teaching staff confident to use ICT in the curriculum: 1998-2003 • The percentage of teaching staff reported to be confident in using ICT in their subject teaching increased between 2002 and 2003 for primary. SECTION 1 COMPUTERS IN SCHOOL 9 . . 21.0 51 10.4 .. .2 13.. 20. Information on networks was collected for the first time in 2002.8 43 10. 16..1 .6 41 11.5 .8 86 136.4 for secondary schools.8 57 14. 24. Table 1 shows that the average number of computers used for teaching and learning per school increased between 2001 and 2002 and again between 2002 and 2003 for primary..9 .3 64 8.1 ..7 .4 .3 50 50. 21... 127.7 . not available. ..7 66 19.... .6 31..9 39 9. .9 100.Numbers and types of computers available 4.. secondary and special schools. 10 .2 48 13.. 87% in 2003..1 52 8. 101.2 . 5. . The percentage of computers over three years old in primary and secondary schools remained much the same throughout the period 2001-2003 and lower than 2000 and earlier years.0 33 51.5 48 13. 24.7 34 66.. There have been year on year reductions in the number of pupils per computer from 1998 onwards to 7.0 87 168..6 45 50. ..8 46 8. .3 47 14. 112. .7 . .3 44 9.7 ... The figures for numbers of pupils per computer used for teaching and learning are shown in the key figures table. the target for secondary schools will be met in 2004..9 for primary schools in 2003 and 5.6 61 18. This suggests that the target for primary schools has already been met a year in advance of the 2004 target date and.. These figures are also shown in the key figures table. The number of computers over three years old increased in line with the increase in the total number of computers.7 37 7. 28.0 1999 2000 2001 2002 2003 .2 28. 17.5 58 10. . The percentage of computers that were networked increased from 57% to 66% between 2002 and 2003 for primary schools and from 48% to 61% for special schools and remained much the same for secondary schools.4 . 159. The number of pupils per computer used for teaching and learning purposes is used to measure progress towards the Prime Minister’s targets for computer to pupil ratios.7 36 46.. .9 57 57. if the trend continues..8 192.. Table 1: Computers used mainly or solely for teaching and learning purposes 1998-2003 England 1998 Primary Average number of computers per school Of which: Percentage over 3 years old Average number over 3 years old Percentage networked Average number networked Secondary Average number of computers per school Of which: Percentage over 3 years old Average number over 3 years old Percentage networked Average number networked Special Average number of computers per school Of which: Percentage over 3 years old Average number over 3 years old Percentage networked Average number networked 18. the percentage of schools with network connections to all as opposed to some or none of their classrooms. 11. The percentage of these computers that were over three years old remained much the same. Table 2 shows that the average number of computers used mainly or solely for management and administrative purposes per school increased between 2001 and 2002 and again between 2002 and 2003 for primary. offices and library/study areas increased between 2002 and 2003 for primary.6 in 2002 to 6. 99 per cent of secondary schools and 78 per cent of special schools had client-server networks. from 23% to 15% for secondary schools and from 31% to 21% for special schools. The percentage of computers that were networked decreased from 61% to 55% between 2002 and 2003 for primary schools. 8. Percentages of schools with network connections to all of their ICT suites were highest at 88% for primary schools. 16 per cent of primary schools. Of those schools with curriculum and administration networks.1 in 2003 for primary schools. secondary and special schools. The number of desktops increased too. Information on wireless networks was collected for the first time in 2003. specifically curriculum. the increase was from 30% to 43% for primary schools. Information on peripherals was collected for the first time in 2002. the increase for secondary schools was from 163. networks was collected for the first time in 2003. 96% for secondary schools and 88% for special schools and second highest for offices at 75% in primary schools. Of those schools with curriculum networks. The percentages of schools with digital projectors and whiteboards increased between 2002 and 2003. from 89% to 84% for secondary schools and from 65% to 59% for special schools. Information on combined and separate curriculum and administration networks was collected for the first time in 2003. For digital projectors. the increase was from 28% to 48% for primary schools. The number of computers over three years old increased in line with the increase in the total number of computers. for whiteboards. Almost all schools had digital cameras. 12. 65% to 82% for secondary schools and 35% to 53% for special schools. Table 4 shows the percentage of schools with combined and separate curriculum and administration networks. 10. 18. The percentage of laptops over three years old decreased between 2002 and 2003 from 25% to 17% for primary schools. 7. Table 6 shows percentages of schools with network connections throughout areas of the schools. 72 per cent of primary schools.5 in 2002 to 190. ICT suites.6. Table 3 shows the percentage of schools with networks by type of network connection. laptop and palm top computers was collected for the first time in 2002. Table 8 shows that digital cameras were the most common peripheral available to schools.4 for special schools.6 to 7. 71 per cent of primary schools. Similarly. 65 per cent of secondary schools and 70 per cent of special schools had separate curriculum and administration networks. Information on desktop. 11 . secondary and special schools.6 in 2003.8 for secondary schools and 4. Table 7 shows that the average numbers of laptops and desktops per school increased between 2002 and 2003. Information about curriculum. The average number of laptops per school increased from 3. followed by digital projectors and electronic interactive whiteboards. Table 5 shows the percentage of schools with client-server and peer to peer curriculum networks. 9. 33 per cent of secondary schools and 15 per cent of special schools had either entirely or partly wireless networks. Of those schools with networks. Of those schools with networks. library/study areas at 84% in secondary schools and offices (again) at 76% in special schools. staff rooms.1 to 28. 82% to 91% for secondary schools and 35% to 50% for special schools. 2 .. Information was not collected for 1998. 4.6 . 23.0 32 7..6 59 3.6 27 1.1 36 4. .1 . .. 18.3 84 22. .6 .6 1 .3 27 0. 3. 2.9 3. . 13.9 61 1. 4.1 27 1.2 30 8..7 ......5 29 4.5 27 1... .4 89 20.6 .1 29 0.Table 2: Computers used mainly or solely for management and administrative purposes 1999-20031 England 1999 Primary Average number of computers per school Of which: Percentage over 3 years old Average number over 3 years old Percentage networked Average number networked Secondary Average number of computers per school Of which: Percentage over 3 years old Average number over 3 years old Percentage networked Average number networked Special Average number of computers per school Of which: Percentage over 3 years old Average number over 3 years old Percentage networked Average number networked 3.2 6. . 2000 2001 2002 2003 2.0 15..4 27.4 65 3.8 29 1..8 3..0 55 2. 2...2 . 12 .. ..7 .6 29 0.2 33 0. not available. .9 29 1.7 31 1. .4 31 5.7 .. Table 3: Percentage of schools with wireless networks1 2003 England Entirely wireless Partly wireless Neither Primary Secondary Special 4 1 3 12 32 12 84 67 85 1 Expressed as a percentage of schools with networks. Table 4: Percentage of schools with combined curriculum and administration networks1 2003 England Combined Separate Primary Secondary Special 29 35 30 71 65 70 1 Expressed as a percentage of schools with curriculum and administration networks. Table 5: Percentage of schools with client-server or peer to peer networks1 2003 England Client-server network Primary Secondary Special 72 99 78 Peer to peer network 28 1 22 1 Expressed as a percentage of schools with curriculum networks. 13 . Table 7: Number of computers by type of computer 2002-2003 England Primary 2002 Desktop computers: Average number per school Percentage over 3 years old Percentage networked Laptop computers: Average number per school Percentage over 3 years old Percentage networked Palmtop computers: Average number per school Percentage over 3 years old Percentage networked 0.4 0.05).8 15 50 4.9 48 67 3.6 37 91 27.1 0.1 17 27 18.1 2003 2002 Secondary 2003 Spe cial 2002 2003 24. 14 .6 31 19 7.Table 6: Extent of networking in schools1 2003 England All (%) 2002 2003 2002 Some (%) 2003 2002 None (%) 2003 Primary Classrooms ICT suites Staff rooms Offices Library/study areas Secondary Classrooms ICT suites Staff rooms Offices Library/study areas Special Classrooms ICT suites Staff rooms Offices Library/study areas 1 43 63 19 67 23 52 88 33 75 40 24 3 2 14 10 24 6 5 12 14 33 34 79 19 67 24 7 62 13 47 19 94 64 62 75 30 96 73 72 84 69 5 20 34 18 65 3 18 27 13 12 1 15 4 7 6 9 3 48 56 31 67 37 60 88 43 76 48 29 6 7 23 10 29 4 13 18 14 23 39 62 11 54 12 8 44 6 38 Expressed as a percentage of schools with networks.1 23 40 28.3 0.4 40 61 25.4 21 29 .1 0.negligible (less than 0.6 25 19 6.05).4 44 71 163.5 34 89 190.7 47 55 29.negligible (less than 0. . 6 98 4.1 4 0.5 7 0.3 91 4.6 53 1.4 6 0.2 3 0.4 37 1.2 8 0.1 48 1.6 9 0.3 7 0.5 65 2.3 35 0.6 20 0.0 43 0.1 82 2.6 35 0.2 33 0.5 26 0.6 28 0.1 99 4.3 27 0.7 10 0.4 30 0.2 99 5.Table 8: Peripherals available for ICT per school 2002-2003 England Primary 2002 2003 ICT peripherals Percentage of schools with digital cameras/digital video camera Average number of units per school Percentage of schools with electronic interactive whiteboards Average number of units per school Percentage of schools with digital projectors Average number of units per school Percentage of schools with DVD players Average number of units per school Percentage of schools with video conference facilities Average number of units per school Percentage of schools with digital televisions Average number of units per school 92 1.1 54 3.1 12 0.2 4 0.1 98 6.1 97 2.3 Secondary 2002 2003 Special 2002 2003 15 .4 13 0.4 82 4.3 50 0.7 41 1. SECTION 2 INTERNET AND ELECTRONIC COMMUNICATIONS 16 . 3 56. Cable Modem.2 70. For primary and special schools. School leaders and teaching staff were more likely to have e-mail accounts than school support staff. 14. Information on email accounts was collected for the first time in 2002. the most common form of access was an ISDN2 connection. LEA. 60% for teaching staff and 34% for school support staff. satellite or other connections up to 2mbps broadband connection (2 mbps or faster) Percentage of computers per school connected to the Internet T eaching and learning Management and administration 1 Se condary 2002 2003 >99 3. 17 . For 2003.400 1 9 5 86 Special 2002 2003 >99 1. The percentage of schools connected to the Internet is also shown in the key figures table.4 79. Table 12 shows that the percentages of school leaders. 82% for secondary schools and 50% for special schools.9 82.5 87. 16. By far the most common measure was a filtered Internet Service Provider. the most common form of access was a broadband connection. The percentage increased from 11% in 2002 to 27% in 2003 for primary schools. the percentages were 78% for school leaders in primary schools.0 79.6 75. The percentage of schools that had their own website increased steadily from 1999 to 2003 to 57% for primary schools. Information on access to the Internet was collected for the first time in 2002.1 Percentage of schools recording their principal means of Internet access. teaching staff and school support staff with an e-mail account (provided and funded by the school.400 1 28 3 68 >99 3.100 5 54 5 35 >99 18. from 68% to 86% for secondary schools and 11% to 35% for special schools.8 86. Becta or DfES) increased between 2002 and 2003 in secondary and special schools.000 9 77 2 11 >99 17. 76% and 62%.8 65. Table 9 shows that practically all schools were connected to the Internet. 17.4 82. For secondary schools. The percentages for secondary schools were 86%. 68% and 45%. The percentage of schools connected to the Internet via a broadband connection is used to measure progress towards the Prime Minister’s broadband target (refer to paragraph 2 of the introduction).100 7 77 5 11 >99 1. Table 9: Computers connected to the Internet 2002-2003 England Primary 2002 2003 Percentage of schools connected to the Internet: Estimated number of schools connected to the Internet Percentage of which access is by 1 : modem ISDN2 line ADSL.9 80. The percentages for special schools were 82%. Table 10 shows that the percentage of schools that had their own website for the years 1999 to 2003.900 7 62 4 27 64. Table 11 shows that almost all schools had measures in place to prevent access to undesirable materials on the Internet. 15.Access to the Internet 13. 18 .Table 10: School websites 1999-20031 England Primary 2001 2002 Se condary 2001 2002 Spe cial 2001 2002 1999 2000 2003 1999 2000 2003 1999 2000 2003 Percentage of schools with own website Estimated number of schools with own website 21 34 37 50 57 54 62 71 77 82 22 31 33 46 50 3.200 1.900 2.700 9.200 2.500 2.800 6.200 6.000 10.700 2.800 270 370 390 500 540 1 Information was not collected for 1998. 400 87 5 45 35 7 Special 2002 2003 98 1... T he figures for 2003 are not directly comparable with the 2002 estimate. . LEA.100 . T he 2002 estimate may include a filtering system from the Internet Service Provider.100 82 6 17 47 7 1 2 Figures based on schools with an internet connection. 18 73 47 6 >99 17.400 .Table 11: Measures to prevent access to undesirable materials on the Internet1 2002-2003 England Primary 2002 2003 Percentage of schools with measures in place Estimated number of schools with measures in place Percentage of which use: a filtered Internet Service Provider a walled garden a filtering system (at school level)2 supervised access other 99 17. 11 90 42 11 >99 3. Table 12: E-mail access in schools 2002-2003 England Primary 2002 2003 2002 Secondary 2003 2002 Special 2003 Percentage with an e-mail account provided and funded by the school.800 84 8 11 40 4 Secondary 2002 2003 >99 3. not available... 16 73 50 8 99 1. Becta or DfES: school leaders teaching staff school support staff 77 62 32 78 60 34 81 71 55 86 76 62 77 65 38 82 68 45 19 .700 . SECTION 3 STAFF CONFIDENCE AND USE OF ICT IN TEACHING 20 . Information on the extent to which ICT reduced teacher workload was collected for the first time in 2003. 87% for secondary schools and 93% for special schools. secondary and special schools. These percentages are also shown in the key figures table. 25. for teaching. Table 16 shows that the most substantial positive effects of ICT were in the same curriculum subjects as the most substantial use of ICT reported in the previous paragraph. 82% for secondary schools and 86% for special schools. The survey distinguishes between school leaders: heads. 73% for secondary schools and 83% for special schools. The percentage of teachers who have been trained in the use of ICT equipment was higher in 2002 and 2003 than 2001 and earlier years for primary. The percentage of teachers who have received updated training in the use of ICT in the last two years was also higher in 2002 and 2003 than in 2001 and earlier years for primary. school leaders and teaching staff. secondary and special schools.e. teaching staff and school support staff. Use and benefit of ICT 22. secondary and special schools.e. 24. who are confident in using ICT in their subject teaching increased between 2001 and 2002 and again between 2002 and 2003 for primary. Secondary schools are more likely to have ICT facilities available for use by both pupils and the community out of school hours than primary and special schools. Table 18 shows that the majority of schools reported that ICT reduced teacher workload in terms of both 1) preparation/planning/assessment or record keeping. The 2003 percentages were 85% for primary schools. 30% in secondary schools and 25% in special schools. 21 . The percentage of staff that have identified a professional development need for training in ICT with specific application to subject teaching was 31% in primary schools. Table 17 shows that 90 or more per cent of teaching staff in primary and special schools and more than 50 per cent in secondary schools use a computer on a regular basis i. 21. In the last two years the survey has been expanded to collect data on the use of ICT by school support staff as well as teaching staff and confidence and training in ICT of school support staff as well as teaching staff. The 2003 percentages were 95% for primary schools. deputy heads and assistant heads. Table 13 shows that the percentage of teachers i. and 2) routine administrative and clerical tasks. The 2003 percentages were 87% for primary schools. 23. at least once a week. School leaders are more likely than teaching staff and support staff to use a computer on a regular basis for administration and also have a computer at school for their personal use. Table 14 shows that most staff have access to a computer at home and teachers i. 19. Design and Technology and Science in secondary schools and English and Mathematics (again) in special schools. school leaders and teaching staff. Table 15 shows that teachers made most substantial use of ICT in Information Technology and also Mathematics and English in primary schools.Teacher confidence and training 18.e. 20. Information on staff professional development needs for training was collected for the first time in 2003. are more likely to have access to a computer at home than school support staff. .. .. . .. . . . .... . .. . . . . ...... . . . .. 30 ... . ... . .. . .. .. ... .. . . .. . .... 22 ... . not available.. . .. . .. 16 41 7 1 Excludes school leaders.. .... . .... . .... 25 . . ... ... .. 31 ... . . .. .. . 2 Includes school leaders and teachers 3 Includes support staff ..... 19 25 3 ... 18 33 4 ..Table 13: Staff confidence in the use of ICT 1998-2003 England 1998 Percentage of teaching staff 1 who feel confident to use ICT in their subject teaching Percentage of teaching staff 2 who have received some training in the use of ICT equipment Percentage of staff 2 who have received updated training in the use of ICT in the past two years Percentage of staff 3 who have identified a professional development need for training in ICT for: specific application to subject teaching specific application to administrative tasks general ICT skills other 1999 Primary 2000 2001 2002 2003 1998 1999 Se condary 2000 2001 Spe cial 2002 2003 1998 1999 2000 2001 2002 2003 65 68 67 76 81 87 61 66 65 70 75 82 63 68 73 77 79 86 90 92 82 80 95 95 85 88 75 65 85 87 89 92 85 75 88 93 45 46 60 72 91 85 36 39 49 53 76 73 46 45 66 66 85 83 .. .. .. Table 14: Access to ICT outside of school 2002-2003 England Primary 2002 2003 Percentage of staff: with access to a computer at home: school leaders teaching staff support staff Percentage of schools. with arrangements to loan computers to pupils and/or staff offering a computer leasing scheme to pupils and/or staff whose ICT facilities are available for pupil use out of school hours whose ICT facilities are available for community use out of school hours Secondary 2002 2003 Special 2002 2003 95 91 71 98 93 74 95 80 58 97 85 65 96 91 64 97 94 70 39 1 41 15 44 1 40 18 48 5 89 50 56 4 92 53 51 1 35 6 56 2 33 7 23 . . 50 1 22 18 58 1 4 96 64 97 63 8 12 1 3 60 14 18 6 91 47 1 2 3 24 68 27 57 40 75 72 47 9 51 4 45 4 49 71 20 72 39 12 10 47 1 2 95 52 96 48 5 24 ..negligible (less than 0. 36 5 33 35 48 2 6 64 52 87 54 16 14 5 16 59 9 11 6 91 47 7 11 1 4 25 64 53 57 39 70 65 51 7 47 34 48 11 47 66 22 42 27 2 21 24 43 2 6 60 41 87 49 9 13 . 45 41 70 71 38 9 56 4 34 3 36 75 17 .... 52 34 59 56 47 6 52 30 41 12 43 64 28 . 42 64 65 61 44 1 59 57 48 31 50 61 27 ... 3 19 15 28 50 1 17 26 29 67 45 6 17 4 62 19 22 15 10 99 31 20 24 3 6 41 63 50 35 69 66 65 52 1 57 60 51 38 55 54 20 46 3 12 12 20 38 11 20 25 59 38 4 9 . 13 . 54 16 20 11 6 98 24 17 23 2 5 33 60 ... not available.05).Table 15: Use of ICT in areas of the curriculum 2002-2003 England 2002 Amount of use : Substantial (%) Some (%) 2003 Little/None (%) Substantial (%) Some (%) Little /None (%) Primary Art Citizenship Design and technology English Geography History Humanities Information technology Mathematics Modern foreign languages Music Physical education Religious education Science Secondary Art Citizenship Design and technology English Geography History Humanities Information technology Mathematics Modern foreign languages Music Physical education Religious education Science Spe cial Art Citizenship Design and technology English Geography History Humanities Information technology Mathematics Modern foreign languages Music Physical education Religious education Science ... 11 61 8 9 6 92 42 6 7 1 3 20 59 . 4 59 8 11 4 90 40 1 2 1 17 74 . 48 38 52 49 42 10 46 29 40 14 40 56 26 .Table 16: Positive effect of ICT in areas of the curriculum 2002-2003 England 2002 Positive effe ct Substantial (%) Some (%) 2003 Little /None (%) Substantial (%) Some (%) Little /None (%) Primary Art Citizenship Design and technology English Geography History Humanities Information technology Mathematics Modern foreign languages Music Physical education Religious education Science Se condary Art Citizenship Design and technology English Geography History Humanities Information technology Mathematics Modern foreign languages Music Physical education Religious education Science Spe cial Art Citizenship Design and technology English Geography History Humanities Information technology Mathematics Modern foreign languages Music Physical education Religious education Science 18 . 5 45 12 14 4 85 36 1 3 1 3 18 66 . 25 .. 34 3 33 36 49 3 9 63 46 82 53 19 21 7 20 60 15 15 9 89 53 11 15 3 7 28 58 52 52 38 61 60 47 10 42 31 46 14 44 62 21 41 28 2 24 25 44 1 5 58 39 83 48 10 19 . 49 3 25 20 58 2 6 95 63 93 63 13 15 2 7 57 21 23 8 86 49 1 5 1 5 27 59 29 51 40 63 62 43 12 47 5 40 7 45 66 26 68 41 3 16 14 50 2 3 94 55 93 50 7 . 46 52 63 65 38 13 58 4 33 6 34 69 25 . 5 18 15 24 47 1 16 26 26 61 42 8 24 7 64 24 29 21 12 97 39 28 30 9 10 45 56 44 32 63 61 61 48 2 49 54 47 36 53 49 20 49 4 13 10 17 40 1 11 18 23 55 36 6 9 ... 18 58 15 15 9 88 45 9 14 4 6 25 56 ... 50 17 25 13 7 95 26 19 25 5 9 34 56 . 44 65 59 62 45 3 57 55 49 33 48 58 24 . not available...... Table 17: Staff ICT usage 2002-2003 England Primary 2003 Se condary 2002 2003 Special 2002 2003 2002 Percentage of staff: using a computer on a regular basis for: teaching school leaders teaching staff support staff administration school leaders teaching staff support staff other purposes school leaders teaching staff support staff 62 94 44 84 59 25 61 56 32 67 95 51 87 53 28 55 48 27 51 56 18 91 58 54 59 45 35 53 57 20 90 55 57 50 34 27 55 90 53 90 75 28 63 55 39 58 90 57 89 68 29 50 44 30 with a computer at school for their personal use school leaders teaching staff support staff 63 20 11 80 33 12 87 23 28 85 33 28 73 26 9 83 36 8 26 . Table 18: ICT and teacher workloads 2003 England Substantial (%) Some (%) None (%) Primary in terms of preparation / planning / assessment or record keeping in terms of routine adminstrative and clerical tasks Secondary in terms of preparation / planning / assessment or record keeping in terms of routine adminstrative and clerical tasks Special in terms of preparation / planning / assessment or record keeping in terms of routine adminstrative and clerical tasks 14 67 19 13 63 24 11 70 19 17 66 17 14 62 24 15 60 26 27 . SECTION 4 EXPENDITURE ON ICT IN SCHOOLS TECHNICAL SUPPORT MANAGEMENT INFORMATION SYSTEMS 28 . Total expenditure figures and expenditure per pupil figures follow the same pattern. Table 19: Expenditure on ICT in schools by type of school 1998-2003 England 1998 Primary Number of schools T otal expenditure (£m) Average expenditure per school (£) Average expenditure per pupil3 (£) Secondary Number of schools T otal expenditure (£m) Average expenditure per school (£) Average expenditure per pupil3 (£) Special Number of schools T otal expenditure (£m) Average expenditure per school (£) Average expenditure per pupil3 (£) 1999 2000 2001 2002 1 2003 2 18.100 17 15.900 154 1.300 37 18.400 223 65.500 260 75.000 231 12.600 161 45.900 59 17.600 143 40.300 166 1. analysis.300 66 3.100 15 11.900 201 11.100 15 13.500 210 60.400 53 3.100 46 3. key stage entry and attendance.000 69 1.000 32 18.600 259 1 2 Schools were encouraged to record categories of expenditure as well as total expenditure. Table 21 shows that the majority of schools used their own Management Information System (MIS) for personnel purposes.300 68 3.200 150 8.300 42 18. 29 . Expenditure per pupil by special schools was higher than primary and secondary schools.Expenditure in ICT 26. the most common source of technical support was the school’s own ICT support staff.200 125 7. Table 20 shows that the most common source of technical support for primary and special schools was their Local Education Authority.600 177 50.100 56 3. Many secondary schools also used their MIS for exam entry. For secondary schools. 28.600 15 18.100 9 7.200 56 3.300 81 3.100 15 13. 27.100 12 10. 3 Headcount of pupils.500 91 1. Schools recorded total expenditure only.100 333 1. Table 19 shows the average expenditure per school increased each year from 1998 to 2002 and then decreased in 2003 although it remained above the 2001 level. The average expenditure per school is also shown in the key figures table.200 132 1. The majority of primary and secondary schools used their MIS for recording assessment.100 186 10. Table 20: Main sources of technical support 2002-2003 England Primary 2002 Percentage of schools with the following sources of technical support 1 : their LEA another external service supplier another schools or FE college their own ICT support staff their own teaching staff other sources 2003 Secondary 2002 2003 2002 Special 2003 73 40 8 27 52 14 69 40 11 29 46 12 50 45 4 88 45 8 51 42 2 92 38 6 71 38 5 51 50 12 63 43 7 49 51 11 1 Schools may record more than one source of technical support. 86 41 38 35 41 52 77 22 29 7 39 39 37 40 52 78 18 . 30 .. 12 28 77 66 77 73 86 40 67 84 38 75 66 76 79 87 35 .. Table 21: Uses of schools’ Management Information Systems (MIS) 2002-03 England Primary 2002 2003 Secondary 2002 2003 2002 Special 2003 Percentage of schools using their MIS for: recording assessment analysis key stage entry attendance personnel reports for parents importing data from other schools exam entry other 71 51 75 58 70 22 44 11 25 75 58 81 66 74 18 ... not available. 7 46 . SURVEY METHODOLOGY 31 . Response rates were around 70% of schools. the survey collected similar data. The weighted estimates are shown in the tables. The ICT in Schools Survey is a sample survey. the survey collected data on the position at 31 March 2003 or.800 secondary schools and 730 special schools. where these are available. Statistical sampling error arises because a sample of schools has been selected from the population. Annual Schools Census 34. Completed questionnaires were returned by 930 primary schools. Our confidence derives from the 95% probability that this range covers the true value. secondary and special schools selected from Government Office regions and (pre-determined) school size bands. apart from those published in Statistical First Release 18/2003 Information and Communications Technology in Schools in England: 2003 are new and published for the first time.200 primary schools. Response rates were 55%. For the key figures. The data collection forms for 2002 and 2003 are shown in the Annexes. which is the difference between the upper and lower confidence limits.95 that the 95% confidence interval.95 that the 95% confidence interval. 790 secondary and 360 special schools. Completed questionnaires were received from 840 primary schools. 1. Survey design and sample 31. contains the true value. For example. 32 . Figures for 2002 and 2003 and comparable figures for 1998-2001. Small differences may arise entirely because of sampling error. questionnaires were sent to 1. 810 secondary schools and 420 special schools. There is a probability of 0. weighted estimates and 95% confidence limits for 2002 and 2003 are shown in the key figures table. For 2003. 30. the weights were the numbers of schools in the Government Office regions and school size bands. The figures for 2003. The sample is a stratified random sample with maintained primary. in the case of expenditure on ICT. contains the true value.0 to 29. 38. The revised figures for 2002. Returns from schools were checked for validity in terms of a set of validation rules designed to detect inconsistencies and discrepancies. secondary and special schools in England. For 2002 and earlier years. for primary schools in 2003. 1.700 primary schools. For 2002. the financial year 2002-2003.6. secondary and special schools respectively. Participation is voluntary. Data validation and error correction 33. It is helpful to know the extent of the sampling error when interpreting the figures. questionnaires were sent to a total of 1.3 will contain the true value of the number of computers used for teaching and learning per school because the 95% confidence limits are 28. are shown in the tables. Information on numbers of schools and pupils from the Department’s Annual Schools Census was used to define the school size bands used in the survey design and to derive computer to pupil ratios from the sample and estimates of totals over all schools. The figures for 2002 have been revised since publication in Statistical Bulletin 07/02 Survey of Information and Communications Technology in Schools 2002. Schools were asked to check any invalid data and correct any errors. The confidence limits reflect the sampling error. 45% and 58% for primary. Confidence Limits 37. Weighted estimates were derived from the data returned by schools.0 and 29.100 secondary schools and 500 special schools. the estimate of the number of computers used for teaching and learning per school was 28. The ICT in Schools Survey collects data on the availability and use of ICT from maintained primary. We can be confident that the range 28. For 2003.Introduction 29. For each key figure. 32. there is a probability of 0. Estimates 35. Statistical sampling error 36. which is the difference between the upper and lower confidence limits.3. apart from those published in Statistical First Release 18/2003 are published for the first time. particularly when there are only small differences between figures. dfes.uk/rsgateway. Information about attainment in non-core Key Stage subjects including ICT was published in a Statistical First Release (SFR) in August 2003.Related Information 39. 2002/2003 (Provisional)’ on 8 October 2003.gov. 33 . GCSE examinations in ICT were published in the SFR ‘GCSE/GNVQ Examination Results for Young People in England. These and related publications from previous years can be found on the DfES website www. a further £1 billion is being invested in the period up to 2004. these publications will also be placed on the Department’s website www. Completion Time: We estimate that it will normally take up to one hour to complete this questionnaire.gov. Please complete and return this questionnaire by 10th June 2002 as detailed on the back page. Information derived from this survey will be published in a Statistical First Release in August and a Statistical Bulletin in October.Produced by Darlington Reprographics on 02/05/02 V6/05/2002 Information and Communications Technology in Schools Survey: year end 31 March 2002: Maintained Primary. The ICT in Schools survey is the Department for Education and Skills’ main instrument for measuring the impact of this investment and for informing future policy. Secondary and Special Schools 1 Data Collection ? Management and Finance DfES School Number 2 3 LEA Code LEA Name School Name 4 Estab Code Headteachers or ICT Co-ordinator Status: Voluntary 5 Action by: 10 June 2002 Date of Issue: May 2002 Ref: DfES/0421/2002 School Contact Name (for enquiries) 6 School Contact E-mail Address (if applicable) 7 School Telephone Number (including STD code) 8 School Fax Number 9 Overview Since 1998 the Government has invested over £1 billion in the National Grid for Learning (NGfL) Programme.dfes. The scope of this year’s survey has also been updated to reflect the importance of ICT to the Transforming Secondary Education and Transforming the School Workforce programmes. as well as new initiatives such as Curriculum Online. The 2002 survey is particularly important as it will inform progress towards the NGfL targets for 2002.uk/statistics/. Excellence in schools ICT QUEST 1 over . learning and administration. Home Economics and Craft Technicians. numbers should be entered to the right. If more boxes have been provided than you need. If you require any further assistance then please contact our Survey Helpline on 01325 392626. In a ‘client-server’ arrangement. Bursars or other Admin/Clerical Staff. Deputy Heads and Assistant Heads. offering subscribers access only to pre-selected websites. Design Technology Assistants. management and administration. no boxes should be left blank. canteen staff/or lunchtime supervisors. do not enter leading zeros e. Minority Ethnic Pupils Support Staff. answer all the questions. We will use data on pupil and teacher numbers from the Annual Schools’ Census to help us to interpret any data returned by your school using this questionnaire. Please keep a copy of your completed form as we may contact you about any such data. School Support Staff q q q q Do not include any premises related staff such as caretakers. maternity leave/sick leave/secondment) for less than 1 term and relief teachers providing cover for long-term paid absence. Nursery Assistants. a central computer (the server) is dedicated to providing other computers on the network (the clients) with access to applications. Teaching Staff q Include Teachers on short-term paid absence (e. 9 9 Validation: We will check that you have completed all of the answers and that they are broadly comparable with answers from other schools. Section 3: School Leaders. file-sharing and peripherals. A ‘peer-to-peer’ network does not have a dedicated central server. learning. Include Nursing and Medical Staff. 99 should be entered in a three-digit box as follows: where numbers are required. Special Needs Support Staff. Teaching Staff and School Support Staff School Leaders q Include Heads. 2 over . Section 4: Finance q Include expenditure on teaching. ICT refers to the provision in schools of information and communications technology for the purposes of teaching. Do not include any unpaid or voluntary work. Definitions: Section 1: Computers and Peripherals q Network refers to the linking of computers in a building or across a campus. Include Administrative Officers. Laboratory Assistants.g. enter “0” if nil. Section 2: Computer Use q Walled Garden . Secretaries.ICT 2002 (Completion Notes for Schools) General Notes: q q q q q q q All data will be treated confidentially and there will be no effect on individual schools. please use capital letters where text is applicable. ICT Technicians. The purpose of these checks is to highlight any missing or unusual data.is a service that limits Internet access. Librarians.g. how many: are over 3 years old? 11 12 are networked? q Desktop q Laptop 13 14 15 q Palmtop 16 17 18 19 20 21 TOTAL b. Please only include here Desktops. learning. DO NOT include any permanently broken equipment for which you have no compatible software or any items privately owned by staff or pupils. Laptops are fully functional portable computers that can run the same range of software as the equivalent desktop. Classrooms 2 1 27 ICT Suites 28 29 denotes that ‘Some’ classrooms and ‘All’ ICT Suites are connected to the network. management and administration purposes. q q q Desktops are computers that are not designed to be readily portable and which. Of the computers recorded in 1a. They are usually less than A5 size. (Please tick one box only) (ii) What type of network does the school have? (See Completion Notes for definitions) Client-Server 30 Peer-to-Peer 31 3 1 over .g. Number of computers available in your school for teaching. Palmtops are computers that can be easily held in one hand. c.Section 1: Computers and Peripherals 1. how many are used solely or mainly for management and administration purposes? 22 23 24 If you have no networked computers please go directly to Question 2. (i) What areas of the school are connected to the network? 25 Classrooms ICT suites Staff Rooms Offices Library/Study Areas 26 Please enter a code: 1 = All 2 = Some 3 = None 4 = Not Applicable e. need a table or a desk. TOTAL number in school 10 Of the TOTAL number in school. Laptops and Palmtops as defined below. a. when in use. They are usually about A4 size. how many are used solely or mainly for ‘management and administration’ purposes? 41 d. What is the principal means of Internet access? (if more than one box applies. How many of the school’s computers are connected to the Internet? 40 c. please go to question 5. Yes No 39 3. b.Section 1 (Continued): Computers and Peripherals 2. a. please tick the one relating to the fastest connection) q (Please tick one box only) 42 a modem 43 q an ISDN2 line 44 q ADSL or Cable Modem (512kbps) 45 q a broadband connection (2 mbps or faster) Yes No 47 e. Of the computers recorded in 3b. Is your school connected to the Internet? (Please tick where applicable) 38 If no. Does your school have its own website? (Please tick where applicable) 46 4 1 over . How many of the following ICT peripherals are available in your school? 32 q digital cameras/digital video cameras? 33 q electronic interactive whiteboards? 34 q digital projectors? (Do not include projectors used as part of an electronic whiteboard set-up) 35 q DVD players? 36 q video-conference facilities? (Include all facilities) 37 q digital televisions? Section 2: Computer use. (If YES please specify) q A walled garden (See Completion Notes) A filtering system Supervised access Other 50 q 51 q 52 q 53 (If other please specify) 54 5. For each area of the curriculum enter a code in each of (i) and (ii) to indicate: q (i) the extent that ICT is used in that area 55 (ii) how much has ICT had a positive effect on teaching in each of those subjects . 4. question 5. 56 Art Design and technology English Geography History Humanities Information technology Mathematics Modern foreign languages Music Physical education Religious education Science q 57 58 q 59 60 q 61 62 q 63 64 q 65 66 q 67 68 Please enter a code in (i) and (ii) for each course as follows: 1 = Substantial 2 = Some 3 = Little/None 4 = Not applicable e. (i) (ii) Art 1 2 q 69 70 q 71 72 q 73 74 denotes ‘Substantial’ use of ICT in Art and ‘Some’ positive effect on Art teaching. q 75 76 q 77 78 q 79 80 5 1 over . Does the school have measures in place to prevent access to undesirable materials on the Internet? (please tick where applicable) Yes 48 49 No Please go directly to Section 2.Section 2: Computer use (continued).g. b. STAFF a. Of those identified in 7b. not private email)? 94 c. Does your school have arrangements to loan computers to pupils and/or staff? c. LEA. Please tick where applicable a.e. How many pupils have a computer at home? (If actual figures are not easily available. LEA. Does your school offer a leasing scheme to promote personal ownership of computers by pupils and/or staff? d. Of those identified in 7b. not private email)? (If none. please enter ‘0’ and go straight to question 7b.) School Leaders (See Completion Notes) 91 92 Teaching Staff (See Completion Notes) 93 School Support Staff (See Completion Notes) PUPILS b. how many have access to a shared class/ school e-mail account? 95 d. How many pupils have an e-mail account provided and funded by the school.e. how many have access to a personal e-mail account? 96 6 1 over . How many staff have an e-mail account provided and funded by the school. Becta or DfES (i. please use approximate figures). 6. Are your school’s ICT facilities available during out-of-school hours for Don’t Know 81 OR Yes 83 84 82 No Yes 85 86 No Yes 87 88 No (i) pupil use? Yes No 90 (ii) use by the local community? 89 7.Section 2: Computer use (continued). Becta or DfES (i. Section 3: School Leaders. how many staff have had updated training in the use of ICT in the past 2 years? e. Of the number at 8a. Please indicate the level of confidence your teaching staff have in using ICT in their subject teaching. how many staff use a computer on a regular basis for: q 97 teaching administration other purposes 100 101 102 103 104 105 q 106 107 108 q c. Of the number at 8a. 109 110 111 112 113 114 115 116 117 OR Don’t Know 118 119 OR Don’t Know 120 OR Don’t Know f. How many current members of staff have a computer assigned for their personal use at school? g. How many staff are employed in the school at present? b. Teaching Staff and School Support Staff 8.g of this question in this section refer to the TOTAL number of full-time and part-time staff and not the full-time equivalent of part-time staff. School Leaders (See Completion Notes) Teaching Staff (See Completion Notes) 98 99 School Support Staff (See Completion Notes) a. how many staff have been trained in the use of ICT equipment? d. How many current members of staff have access to a computer at home? (please include here both computers owned by teachers and those loaned to them by the school) OR please tick where applicable. 121 122 123 Number of Teachers 124 q Very confident 125 q Confident 126 q Not confident 7 1 over . Of the number at 8c. Important: q Parts a . omitting pence and pound signs)? If the actual figures are not easily available. How much (in £s) did your school spend on ICT in the 2001-2002 financial year (figures should be in whole numbers. then please use approximate figures. How much of the overall expenditure on ICT identified at 9a was mainly or solely for management and administration purposes? OR If this information is unknown or not readily available. rounded to the nearest pound.Section 4: Finance 9. 10. c.515. please tick here. a. How much grant (in £s) did your school receive from the NGFL STANDARDS FUND in 2001-02? 135 134 Section 5: Technical Support. Please indicate the main sources of technical support available in your school from the following options: (Please tick where applicable) LEA Other external service supplier Other school(s) or FE college School’s own ICT support staff School’s own teaching staff Other sources 136 137 138 139 140 141 (If other please specify) 142 8 1 over .69 please record as: 1 2 5 1 6 and NOT 1 2 5 1 5 q 6 9 Overall Expenditure 127 TOTAL Of the overall expenditure. Example: If your school spends £12. how much was spent on: 128 q hardware 129 q software & content 130 q Internet costs 131 q ICT-related training 132 q technical support 133 b. Please tick one or more boxes q Recording assessment Analysis Transferring data to other schools Key Stage entry Attendance Personnel Reports for parents Importing data from other schools Exam entry Other 144 q 145 q 146 q 147 q 148 q 149 q 150 q 151 q 152 q 153 (Please specify) 154 Section 7: Completion Time 12.g. a. 155 How long did it take you to complete this questionnaire? minutes Thank you for completing this questionnaire. Which Management Information System (MIS) is used in your school? 143 b.Section 6: Management Information 11. STAINDROP ROAD. ROOM 113. Please check that you have completed all of the questions in preparation for submitting your return. Should you experience any problems in making your return please do not hesitate to contact the Data Collection Helpdesk on 01325 392626. for 25 minutes please enter 25. Keep a photocopy for your own records in case we need to contact you. MOWDEN HALL. Please return the completed questionnaire by 10th June 2002 to: VAL HAMILTON DATABASE CREATION UNIT DfES. Please enter the amount of time spent completing this form. and for 1 hour enter 60. For which activities do you use the MIS? Choose one or more from the following options. This should be shown in minutes e. DARLINGTON COUNTY DURHAM DL3 9BG 9 1 . national. not least in improving attainment.gov.27/02/2003 Information and Communications Technology in Schools Survey: year end 31 March 2003: Maintained Primary.8 billion in the ICT in Schools Programme over the period 1998-2004.dfes. This survey will help to inform Government policy in these areas by providing an overview of trends in ICT provision in schools and an insight into associated practice. care has been taken to ensure that the questionnaire avoids duplication with other DfES data collection exercises. Secondary and Special Schools 1 Data Collection ? Management and Finance DfES School Number LEA Code LEA Name School Name 2 Estab Code 3 Headteacher or ICT Co-ordinator Status: Voluntary Action by: 2 May 2003 4 5 School Contact Name (for enquiries) 6 Date of Issue: March 2003 Ref No: DfES/0164/2003 School Contact E-mail Address (if applicable) 7 School Telephone Number (including STD code) 8 School Fax Number 9 Overview The Government is investing over £1. The effective use of ICT by schools can have a wide range of beneficial effects. Wherever possible. Information derived from this survey will be published in a Statistical First Release in July and a Statistical Bulletin in September. As a consequence ICT forms an increasingly important element of a wide variety of initiatives .relating to the management and delivery of learning. the ImpaCT2 research published in 2002 found that pupils who used ICT effectively achieved the equivalent of substantially accelerated progress in English and mathematics at Key Stage 2 and up to half a grade better in some GCSE subjects.uk/statistics/ Completion Time: We estimate that it will normally take one hour to complete this questionnaire. regional and local . For example.pmd Excellence in schools 1 over . to personal development and to institutional effectiveness. ICT QUEST 5962aa. these publications will also be placed on the Department’s website www. Please complete and return this questionnaire by 2nd May 2003 as detailed on the back page.V9. a central computer (the server) is dedicated to providing other computers on the network (the clients) with access to applications. Include nursery nurses. take a photocopy of this form for your own records. In a ‘client-server’ arrangement. deputy heads and assistant heads.is a service that limits Internet access. Definitions: Section 1: Computers and Peripherals • Network refers to the linking of computers in a building or across a campus. Teaching Staff and School Support Staff School Leaders • • Include heads. enter “0” if nil no boxes should be left blank unless otherwise instructed ICT refers to the provision in schools of information and communications technology for the purposes of teaching. special needs support staff. laboratory assistants. design technology assistants. ICT technicians. Answers to question 9 should refer to the financial year 2002/03. secretaries. matrons/nurses/medical staff. School Support Staff • • • • • Do not include any premises related staff such as caretakers. The purpose of these checks is to highlight any missing or unusual data. management and administration. literacy and numeracy support staff. Include administrative officers. learning and administration please use capital letters where text is applicable answers to questions 1 to 8. A ’peer-to-peer’ network does not have a dedicated central server. Include welfare assistants. Please keep a copy of your completed form as we may contact you about any such data. minority ethnic pupils support staff. eg 99 should be entered in a three-digit box as follows: where numbers are required. learning mentors employed at the school. learning. home economics and craft technicians. file-sharing and peripherals. If you require any further assistance then please contact our Survey Helpline on 01325 392626. bursars or other admin/clerical staff. There will be no effect on individual schools answer all the questions unless otherwise directed 9 9 numbers should be entered to the right. nursery assistants.a way of connecting to the Internet or other computers using radio waves rather than wires. Section 4: Finance • Include expenditure on teaching. We will use data on pupil and teacher numbers from the Annual Schools’ Census to help us to interpret any data returned by your school using this questionnaire. 10 and 11 should refer to the position at 31st March 2003. Section 3: School Leaders. then post it to the address given on the back page. Wireless . librarians. Validation: We will check that you have completed all of the answers and that they are broadly comparable with answers from other schools. canteen staff/or lunchtime supervisors.ICT 2002 (Completion Notes for Schools) General Notes: • • • • • • • • • all data will be treated confidentially and used for statistical purposes only. • Section 2: Computer Use • Walled Garden . offering subscribers access only to pre-selected websites. 2 over . Teaching Staff Include teachers on short-term paid absence (eg maternity leave/sick leave/secondment) for less than 1 term and relief teachers providing cover for long-term paid absence. Do not include any unpaid or voluntary workers. • • • a. DO NOT include any permanently broken equipment for which you have no compatible software or any items privately owned by staff or pupils. Number of computers available in your school for teaching. when in use. management and administration purposes. Please only include here Desktops. how many: number in are over are school 3 years old? networked? • • • Desktop Laptop Palmtop 10 11 12 13 14 15 16 17 18 TOTAL b. learning. Laptops are fully functional portable computers that can run the same range of software as the equivalent desktop. Desktops are computers that are not designed to be readily portable and which. They are usually less than A5 size. They are usually about A4 size. Laptops and Palmtops as defined below. Palmtops are computers that can be easily held in one hand. how many are used solely or mainly for management and administration purposes? 19 20 21 22 23 24 If you have no networked computers please go directly to Question 2.Section 1: Computers and Peripherals 1. need a table or a desk. Of the computers recorded in 1a. TOTAL Of the TOTAL number in school. (i) What areas of the school are connected to the network? (please tick where applicable) All Classrooms ICT suites Staff Rooms Offices Library/Study Areas (ii) Is the network: 45 25 26 Some 27 None Not applicable 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 Entirely Wireless (See completion notes) Partly Wireless Neither (iii) 46 47 Are curriculum and administration networks combined or separate? Combined 48 Separate 49 Client-Server (iv) What type of curriculum network does the school have? (See completion notes for definitions) 3 50 Peer-to-Peer 51 (Please tick one box only) over . c. satellite or other connections up to 2 mbps Yes 60 61 (Please tick one box only) 62 63 64 65 No 67 e. a. How many of the school’s computers are connected to the Internet? Of the computers recorded in 3b. Is your school connected to the Internet? (Please tick where applicable) 58 59 No If no. please go to question 5. Cable Modem. b. c. how many are used solely or mainly for ‘management and administration’ purposes? What is the principal means of Internet access? (if more than one box applies. How many of the following ICT peripherals are available in your school? • • • • • • digital cameras/digital video cameras? electronic interactive whiteboards? digital projectors? (do not include projectors used as part of an electronic whiteboard set-up) DVD players? video-conference facilities? (include all facilities) digital televisions? 52 53 54 55 56 57 Section 2: Computer use 3. Does your school have its own website? (Please tick where applicable) 66 4 over . Yes a.Section 1: Computers and Peripherals (Continued) 2. please tick the one relating to the fastest connection) • • • • a modem an ISDN2 line a broadband connection (2 mbps or faster) ADSL. d. Does the school have measures in place to prevent access to undesirable materials on the Internet? (please tick where applicable) (If YES please specify) • • A filtered Internet Service Provider A walled garden (See Completion Notes) A filtering system (at school level) Supervised access Other 70 Yes 68 69 No Please go directly to question 5. a. 75 For each area of the curriculum in each of (i) and (ii). please tick where applicable (i) the extent to which ICT is used Substantial • • • • • • • • • • • • • • Art Citizenship Design and technology English Geography History Humanities Information technology Mathematics Modern foreign languages Music Physical education Religious education Science 76 Some 77 Little/None 78 Not applicable 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 101 102 103 104 105 106 107 108 109 110 1 11 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 5 over . 71 • • • 72 73 74 (if other please specify) 5.Section 2: Computer use (continued) 4. Please tick where applicable a. Does your school have arrangements to loan computers to pupils and/or staff? Does your school offer a leasing scheme to promote personal ownership of computers by pupils and/ or staff? Are your school’s ICT facilities available during out-of-school hours for (i) pupil use? Don’t Know 188 OR 189 b. please use approximate figures). 194 195 No Yes (ii) use by the local community? 196 197 No 6 over . Yes 192 193 No Yes d. Yes 190 191 No c.Section 2: Computer use (continued) (ii) the extent to which ICT had a positive effect on teaching Substantial • • • • • • • • • • • • • • Art Citizenship Design and technology English Geography History Humanities Information technology Mathematics Modern foreign languages Music Physical education Religious education Science 132 Some 133 Little/None 134 Not applicable 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 169 170 171 172 173 174 175 176 177 178 179 180 181 182 183 184 185 186 187 6. How many pupils have a computer at home? (If actual figures are not easily available. How many pupils have access to a shared class/school e-mail account provided and funded by the school. Becta or DfES (i. Becta or DfES? How many pupils have access to a personal e-mail account provided and funded by the school.e not private e-mail)? (If none. STAFF a. how many staff have been trained in the use of ICT equipment? d.Section 2: Computer use (Continued) 7. Of the number at 8a. how many staff have had updated training in the use of ICT in the past 2 years? e. Becta or DfES? 201 c. LEA. How many staff are employed in the school at present? b. School Leaders (See Completion Notes) Teaching Staff (See Completion Notes) 204 205 School Support Staff (See Completion Notes) a. LEA. how many staff use a computer at least once a week. please enter ‘0’) School Leaders (See Completion Notes) 198 199 Teaching Staff (See Completion Notes) 200 School Support Staff (See Completion Notes) PUPILS b. How many staff have an e-mail account provided and funded by the school. how many have identified a professional development need for training in ICT for: • • • • 215 216 217 218 219 220 specific application to subject teaching specific application to administrative tasks general ICT skills Other 7 221 222 223 224 over . Important: • Parts a-h of this question in this section refer to the TOTAL number of full-time and part-time staff and not the full-time equivalent of part-time staff. Of the number at 8a. Teaching Staff and School Support Staff 8. for: • Teaching • • Administration Other purposes 203 206 207 208 209 210 211 212 213 214 c. Of the total number of staff at 8a. 202 Section 3: School Leaders. LEA. Of the number at 8c. To what extent has ICT reduced teacher workload (in terms of preparation/planning/assessment or record keeping)? Please tick where applicable. Please indicate the level of confidence your staff have in using ICT in their subject teaching. a.515. How many members of staff have access to a computer at home? (please include here both computers owned by teachers and those loaned to them by the school) OR please tick where applicable. then please use approximate figures. How many members of staff have a computer assigned for their personal use at school? h.Section 3: School Leaders. How much (in £s) did your school spend on ICT in the 2002-2003 financial year (figures should be in whole numbers. 225 OR Don’t know 228 OR Don’t know 229 OR Don’t know 230 g. Substantial 243 244 Some 245 Little or none Substantial 246 247 Some 248 Little or none Section 4: Finance 9. rounded to the nearest pound. Teaching Staff and Education Support Staff (Continued) School Leaders (See Completion Notes) Teaching Staff (See Completion Notes) 226 School Support Staff (See Completion Notes) 227 f. 231 232 233 Number of school leaders 234 235 Number of teaching staff Number of school support staff 236 • • • i. Example: If your school spends £12.69 please record as: 1 2 5 1 6 and NOT 1 2 5 1 5 • 6 9 Overall Expenditure 249 8 over . Very confident Confident Not confident 237 238 239 240 241 242 j. omitting pence and pound signs)? If the actual figures are not easily available. To what extent has ICT reduced teacher workload (in terms of routine administrative and clerical tasks)? Please tick where applicable. Please indicate the main sources of technical support available in your school from the following options: (Please tick one or more boxes) LEA Other external service supplier Other school(s) or FE college School’s own ICT support staff School’s own teaching staff Other sources 250 251 252 253 254 255 (If other please specify) 256 Section 6: Management Information 11. a. Which Management Information System (MIS) is used in your school? 257 b.Section 5: Technical Support 10. For which activities does the school use the MIS? (Please tick one or more boxes) • • • • • • • • Recording assessment Analysis Key Stage entry Attendance Personnel Reports for parents Exam entry Other 258 259 260 261 262 263 264 265 (If other please specify) 266 9 over . Keep a photocopy for your own records in case we need to contact you.g. for 25 minutes please enter 25. DARLINGTON COUNTY DURHAM DL3 9BG 10 . Please enter the amount of time spent completing this form. Should you experience any problems in making your return please do not hesitate to contact the Data Collection Helpdesk on 01325 392626. Which of the following activities do you use the school to school (s2s) data transfer site for? • • • • • Sending common transfer files to schools in your LEA Sending common transfer files to schools outside your LEA Receiving common transfer files from schools in your LEA Receiving common transfer files from schools outside your LEA None of the above 267 268 269 270 271 d. and for 1 hour enter 60. How long did it take you to complete this questionnaire? 277 minutes Thank you for completing this questionnaire. ROOM 113 MOWDEN HALL. This should be shown in minutes e. Please return the completed questionnaire by 2nd May 2003 to: VAL HAMILTON DATABASE CREATION UNIT DfES.Section 6: Management Information (Continued) c. Please check that you have completed all of the questions before submitting your return. STAINDROP ROAD. Which of the following activities do you use an LEA data transfer site for: • • • • • Sending common transfer files to schools in your LEA Sending common transfer files to schools outside your LEA Receiving common transfer files from schools in your LEA Receiving common transfer files to schools outside your LEA None of the above 272 273 274 275 276 Section 7: Completion Time 12.