St.

Peter’s National School

Dunboyne
Co. Meath
Roll Number: 20191V

Digital Learning Plan

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1. Introduction

This document records the outcomes of our current digital learning plan, including targets and the
actions we will implement to meet the targets.

1.1 School Details:

St. Peter’s National School is a mainstream, multi-grade, co-educational school under the patronage
of the Church of Ireland. There are currently 4 mainstream class teachers, two full-time Special
Education Teachers and two SNAs working in the school. The school enrolment stands at 76 pupils
across eight mainstream classes.

The school has experienced a high level of staff turnover over the last three academic years (2016-
2018 inclusive) including 2 changes of Principal and four new members of teaching staff. Despite
challenges regarding consistency and continuity, many initiatives are in use throughout the school,
including station teaching and power hour in Literacy, Aistear, Active Flag, Primary Science and
increased use of ICT.

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1.2 School Vision:
St. Peter’s National School is a Church of Ireland Primary School under the patronage of the
Bishop of Meath and Kildare. The school’s characteristic spirit is a reflection of the ethos of the
Church of Ireland, incorporating a mixture of faith and culture. We aim to provide a safe, caring,
happy and disciplined environment where children’s self-esteem, self-confidence, initiative, innovation
and holistic development can be nurtured. Each child is unique and we wish to provide opportunities
for children to reach their true potential. This we envisage occurring in an atmosphere of mutual
respect and appreciation. Our school’s behaviour code plays a vital part in developing and
maintaining this ethos within the school.
Our children’s chances of success and happiness in life depend considerably upon their ability to
make responsible choices. To assist in fostering maturity in our pupils, a whole-school approach to
behaviour is necessary. All members of the school community will co-operate in a spirit of
encouragement and enthusiasm to advance the talents of each child while recognising, accepting
and celebrating diversity.

Vision for Digital Technologies

St. Peter’s National School aims to integrate digital learning across the curriculum, in order to
improve the quality of teaching and learning of all subject areas in all class levels. Rather than
being an individual subject, Digital Learning is a tool which when implemented appropriately can
greatly enhance teaching and learning. Digital learning compliments the common aim of all
teaching and learning, to inspire, evoke and support the development of intellectual curiosity.
Digital learning can be highly motivating for all learners, particularly for those who enjoy a variety
of teaching and learning methodologies. Therefore, St. Peter’s N.S. endeavors to maximise the

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opportunitis for digital learning for all children. Our approach centres on balance, with digital
learning being incorporated to support and enhance lessons through appropriate integration.
Increased digital learning also provides a natural platform for the teaching and learning of safe
internet use, therefore encouraging children to become safe and responsible internet users.
The Leadership and Management roles will play a key part in ensuring St. Peter’s N.S. remains up
to date in providing resources which support an innovative and collaborative teaching and learning
environment, where the integration of Digital Learning provides meaningful opportunities to the
process. It is the vision of St. Peter’s N.S that Students will acquire the knowledge and skillset to
be confident Digital Users and continue to be inquisitve Digital Learners.
St. Peter’s National School appreciates the importance of parent involvement and parents as partners
in achieving our goals. Maintaining the links between home and school is greatly eased and
facilitated through the use of Digital technologies. The significance of this is evident in daily school
life; however, it becomes particularly poignant during Internet Safety Month and Cyber-bullying week
in disseminating information and raising awareness of key messages. Digital Technologies are used
for projects, when appropriate. The school website provides parents and the wider world with an up-
to-date view of daily activities, school intiatives and school events.

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1.3 Brief account of the use of digital technologies in the school to date:

• The Junior and Senior Infant classroom, 1st and 2nd classroom and 3rd and 4th classroom have
a Promethean Interactive Whiteboard each. 5th and 6th classroom have an interactive
whiteboard.
• All classrooms have a Teacher’s Laptop with internet access (and access to the network).
• Each classroom is equipped with speakers.
• A networked Black and White and Coloured Photocopier is located in the school office.
• There are 16 iPads in the school, which are stored in an iPad Trolley, which has charging
facilities
• 1 iPad is stored in the SEN room.
• 1 shared Visualiser
• We have 2 SEN rooms – each SEN Teacher has their own laptop.
• One shared digital camera is available and stored in the office.
• A projector and laptop are available for use in the community centre hall. A sound system is
available for use in the school hall also. St. Peter’s National School have access to this hall
for all P.E lessons, Drama lessons and weekly Assemblies. The hall is also available for certain
extra school events and initiatives upon request. The technology available in the hall is actively
used in all school activities.
• A number of SEN students use laptops or iPads to support their learning.
• The school broadband is comprised of a combination of wired and wireless service. Our
Broadband connection is provided by Viatel and is an efibre connection, which is rated to
deliver up to 90mbits/s. We currently have a peer to peer network with 3 network switches and

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 4 ubiquiti wifi Access points. We have one wired network point in each classroom, SET room
and office.
• We have a school website (hosted by weebly.com and updated through Weebly by all staff
members)
• The PTA also has a Facebook Page which they update with PTA events.
• The school uses “Databiz” software for administrative purposes. The school email is used to
contact parents and we have a school text-a-parent system.
• We currently use “Databiz” to record student data, attendance and assessment results; however,
in September 2019 we will be changing to Aladdin.
• In the school year 2019-2020 parents will have the option for payments to be made
electronically via Aladdin ePayments system (September 2019).

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2. The focus of this Digital Learning Plan

We undertook a digital learning evaluation in our school during the period September 2018 to March 2019.
We evaluated our progress using the following sources of evidence:

We evaluated our progress using the following sources of evidence:

• Digital Learning Cluster Group formed: A focus group of teachers established to work on developing our
digital learning plan.
• The DL Team group includes Rachael Blennerhassett (Principal/SEN Teacher), Marianne Coyle (Deputy
Principal/Infant Class Teacher), Laura McGovern (AP2/Class Teacher) and Aisling Middleton (Class
Teacher). The group is supported by Brian Harnett of Professional Computers Company – IT support
provider to the school.
• Teacher Digital Learning Collaboration Task: SCOT Analysis conducted on IT use in school
Ø Strengths
Ø Challenges
Ø Opportunities
Ø Threats
• Parents’ Digital Learning Questionnaire: A questionnaire was distributed to all parents to elicit the views
of parents on the use of digital technologies in the classroom, access to digital technologies & internet
at home and reflect, where possible on their children’s digital learning experiences.
• Student Digital Learning Questionnaire: a student questionnaire was carried out by all children 1st-6th
class to elicit the views of pupils on the use of digital technologies in the school & classroom and to
reflect on their digital learning experiences.

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2.1 The dimensions and domains from the Digital Learning Framework being selected

Dimension: Teaching and Learning

D im ension: Leadership & M anagem ent D om ain

Domain 1: Learner Outcomes

Domain 1: Leading Learning and Teaching

Domain 2: Learner Experience

Domain 2: Managing the Organisation

Domain 3: Teachers’ Individual Practice Domain 3: Leading School Development

Domain 4: Teachers’ Collective/Collaborative

Domain 4: Developing Leadership Capacity

Practice

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2.2 The standards and statements from the Digital Learning Framework being selected

Teaching and Learning

Standard Statem ent(s)

D om ain 1: Learner O utcom es

Pupils enjoy their learning, are motivated to learn Pupils use appropriate digital technologies to foster active
and expect to achieve as learners engagement in attaining appropriate learning outcomes.

Pupils use digital technologies to collect evidence and record

progress.

D om ain 1: Learner O utcom es

Pupils have the necessary knowledge, skills and Pupils have a positive attitude towards the use of digital
attitudes required to understand themselves and their technologies and are aware of possible risks and limitations.
relationships
Pupils understand the potential risks and
threats in digital environments.

D om ain 2: Learner Experience

Pupils engage purposefully in meaningful learning Pupils use digital technologies for sourcing, exchanging of
activities information to develop understanding and support basic
knowledge creation.

D om ain 2: Learner Experience

Pupils grow as learners through respectful interactions Digital interactions, among pupils and between pupils and
and experiences that are challenging and supportive teachers, are respectful and positive, and conducive to well-
being.

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D om ain 3: Teachers’ Individual Practice
The teacher has the requisite subject knowledge, Teachers use a range of digital technologies to design new
pedagogical knowledge and classroom management opportunities for learning, teaching and assessment.
skills
Teachers design or adapt learning experiences that incorporate
digital technologies and make learning activities relevant and
meaningful to support pupils' learning.

When teachers use digital learning activities, they evaluate their

effectiveness, and revise their teaching strategies accordingly.

D om ain 4: Teachers’ Collective/Collaborative

Practice
Teachers value and engage in professional Teachers engage in professional development and work with
development and professional collaboration colleagues to help them select and align digital technologies
with effective teaching strategies to expand learning opportunities
for all pupils.

Teachers evaluate, demonstrate and reflect with peers on the use

of digital technologies to innovate and improve educational
practice.

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Leadership and M anagem ent

Standard Statem ent(s)

D om ain 1: Leading Learning and Teaching

Promote a culture of improvement, collaboration, The principal and other leaders in the school encourage teachers
innovation and creativity in learning, teaching, and to use digital technologies to enhance their learning, teaching
assessment and assessment practices, and to share their practice.

The principal and other leaders in the school have a shared

understanding of why and how the school seeks to integrate
digital technologies, and lead the development of effective
policies and practices to support technology integration.

They promote and encourage the use of digital technology to

foster innovation and creativity. They recognise the value of
individual and collective contributions and achievements.

D om ain 2: M anaging the O rganisation

Manage the school’s human, physical and financial The principal and other leaders in the school ensure that
resources so as to create and maintain a learning processes are in place for the procurement, maintenance,
organisation interoperability and security of the digital infrastructure for
effective learning, teaching and assessment.

The board of management ensures the provision and

maintenance of digital teaching aids and equipment to a good
standard.

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D om ain 3: Leading School D evelopm ent

Build and maintain relationships with parents, with The school has an explicit communication strategy in place,
other schools, and with the wider community which identifies and uses websites and social networks, to
communicate effectively with the whole school community.

The principal and other leaders in the school use digital

technologies to enhance organisational communication with
learners, parents and third parties making administrative
procedures more transparent and accessible.

They are committed to collaboration and knowledge exchange

through partnerships with other schools, external organisations,
industry and the wider community, facilitated and sustained as
appropriate using digital technologies.

D om ain 4: D eveloping Leadership Capacity

Critique their practice as leaders and develop their They question their own practice in relation to the use of digital
understanding of effective and sustainable leadership technologies through processes of personal reflection and identify
areas of their practice that require improvement.

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2.3. These are a summary of our strengths with regards digital learning

• Teachers SCOT analysis highlighted our increased use of digital learning over the last two years.

• Investment in iPads has been well received and teachers recognise the support they offer in enhancing the teaching

and learning of curricular content

• Use of iPads in Aistear and supporting thematic teaching

• Staff are proactive in updating the school website with class progress throughout the year

• 71% of children report enjoying using websites to help them with their learning

• 83% of children enjoy using digital technology for project and research work

• The majority of children enjoy the apps currently on the iPads

• 75% of children have a strong sense of online safety and its importance in digital technology use

• 84% of parents strongly agree or agree that their children are encouraged to use technology for school work/projects

• 74% of parents strongly agree/agree that their child’s access to technology in school is currently regular & accurate

• 75% of parents state they are happy with the digital technologies available for their child’s use in school

• 62% of parents feel that the school prepares their children to practice safe, legal and ethical behaviour in the use of

information and technology.

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2.4 This is what we are going to focus on to im prove our digital learning practice further

• Increase children’s access time to digital learning in school

• Increase opportunities for children to present their work through the use of digital technology

• Increase children’s and parent’s awareness of online safety

• Increase children’s awareness of using digital technology for positive peer interaction, collaboration and feedback

• Increase teachers’ CPD in digital technology use and digital technology in their teaching

• All staff competent in use of digital technologies available in school (both administrative and teaching tools)

• Effective implementation and embedding of digital technology use in Power Hour sessions

• Update policies in relation to DES guidelines and develop a digital learning culture in school

• Increase parents awareness of how their children’s use of digital teachnology in school and their digital learning:

how, when and where it takes place

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3. Our Digital Learning plan

On the next page we have recorded:

● The targets for improvement we have set

● The actions we will implement to achieve these

● Who is responsible for implementing, monitoring and reviewing our improvement plan

● How we will measure progress and check outcomes (criteria for success)

As we implement our improvement plan we will record:

● The progress made, and adjustments made, and when

● Achievement of targets (original and modified), and when

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 Digital Learning Action Plan - Teaching and Learning

D O M A IN : (From D igital Learning Fram ework) - Teaching and Learning

Domain 1: Learner Outcomes

Domain 2: Learner Experience
Domain 3: Teachers’ Individual Practice
Domain 4: Teachers’ Collective/Collaborative Practice

STANDARD(S): (From Digital Learning Framework)

● Pupils enjoy their learning, are motivated to learn and expect to achieve as learners
• Pupils have the necessary knowledge, skills and attitudes required to understand themselves and their relationships
• Pupils engage purposefully in meaningful learning activities
• Pupils grow as learners through respectful interactions and experiences that are challenging and supportive
• The teacher has the requisite subject knowledge, pedagogical knowledge and classroom management skills
• Teachers value and engage in professional development and professional collaboration

STATEMENT(S): (From Digital Learning Framework)

• Pupils use appropriate digital technologies to foster active engagement in attaining appropriate learning outcomes.
• Pupils use digital technologies to collect evidence and record progress.
• Pupils have a positive attitude towards the use of digital technologies and are aware of possible risks and
limitations.
• Pupils understand the potential risks and threats in digital environments.
• Pupils use digital technologies for sourcing, exchanging of information to develop understanding and support basic
knowledge creation.
• Digital interactions, among pupils and between pupils and teachers, are respectful and positive, and conducive to
well-being.
• Teachers use a range of digital technologies to design new opportunities for learning, teaching and assessment.
• Teachers design or adapt learning experiences that incorporate digital technologies and make learning activities
relevant and meaningful to support pupils' learning.
• When teachers use digital learning activities, they evaluate their effectiveness, and revise their teaching strategies
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 accordingly.
• Teachers engage in professional development and work with colleagues to help them select and align digital
technologies with effective teaching strategies to expand learning opportunities for all pupils.
• Teachers evaluate, demonstrate and reflect with peers on the use of digital technologies to innovate and improve
educational practice.

TARGETS: (What do we want to achieve?)

• Increased use of digital technology in teachers teaching and children’s learning

• Increase opportunities for children to present their work through the use of digital technology

• Increase children’s awareness of online safety

• Increase children’s awareness of using digital technology for positive peer interaction, collaboration and feedback

• Increase teachers’ CPD in digital technology use

ACTIONS TIMEFRAME PERSONS / CRITERIA FOR SUCCESS RESOURCES

(What needs to be (When is it to GROUPS (What are the desired outcomes?) (What resources are
done?) be done by?) RESPONSIBLE needed?)
(Who is to do it?)

● To expand ● March ● ISM Team Literacy: English & G aeilge (Linked ● Computer access
the use of 2019-June ● All teachers with SSE) ● Internet access
digital 2020 ● Pupils to consolidate learning using ● iPads
technologies (SSE) activities such as websites, software ● Relevant Apps
in delivering ● Sept and apps. for iPads
the 2019-June ● Every half term staff will identify
curriculum 2020 one new Literacy digital technology
and ensure (STEM/ per class band (Jnrs/Snrs; 1st/2nd
that all Maths etc) to support pupils learning.
students and ● The above to be communicated to
experience Primary parents via school newsletter &
digital Science) website.
learning ● Literacy Station Teaching

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 activities Programme will have incorporated
regularly. one digital learning station/element
● The above targets to be implemente
in both Engligh and gaeilge
M aths/STEM
• Reintroduce Scratch as part of our
Numeracy and STEM plan
Science
• Complete Primary Science through
a digital log.
Tim etable
• Embed the use of the Digital
timetable to ensure all classes have
fair shared access to Digital
technologies available in the school

● Provide ● March ● All Teachers ● Children will have at least one ● Powerpoint
regular 2019 – opportunity each half term to ● Ipads
opportunities June present their work to the class. ● Computers
for children 2020 ● Teachers to decide whether it is to ● Voice recording
to be a piece of work of the children’s software
demonstrate choice or a whole class assignment.
their skills ● Teachers to explicitly teach the
and present, skills needed for presenting work.
display or ● One new presentation technique
discuss their taught each term (3 a year).
learning ● Presentation techniques (Powerpoint
process/progres presentaiton, video, voice recordings
s through etc.) to be decided at the
digital beginning of each year.
technology ● Teaching of self-assessment

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 techniques using digital technology
– in P.E and Drama

● Digital safety ● November ● ISM Team ● All students will have been taught ● Internet Safety
module 2018 & to arrange a module on internet safety and – Don’t be Mean
completed; annually external risks. Internet safety class behind your
November to each experts to resources screen
become November deliver ● Webwise.ie - My
internet seminars to Selfie and the
safety month parents, Wider World
– linked with pupils and
https://www.webwise.ie/
relating to staff every
myselfie-wider-world/
others strand second year
Celebrate Safer
in S.P.H.E ● Class
Teachers Internet Day, see
www.saferinternetday.i
e www.webwise.ie

Surf the Web Safely

https://www.webwise.ie/s
phe/

Cyberbullying and
information
www.webwise.ie

Surf the Web Safely

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 https://www.webwise.ie/s
phe/

● Sign up to G- ● March ● ISM Team ● Appropriate and effective ● G-suite

suite to 2019-June ● All teachers implementation of Google for
promote 2020 Schools G-suite
positive ● Clear communication to children
interactions and parents about appropriate and
between pupils positive use of schools accounts
online and in
relation to
their school
work

● 1 teacher to ● March ● All teachers ● Opportunity to attend courses ● PDST

engage in 1 2019-June ● Provision for sub cover when needed
CPD course 2020 (and available)
on digital ● Provsion for financial aid if needed
technology a
term.

EVALUATION PROCEDURES:
(How are we progressing? Do we need to make adjustments? Have we achieved our targets?)

The digital learning plan will be implemented on an on-going basis. Progress will be reviewed every year and this
document will be updated to reflect progress made.

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 Digital Learning Action Plan – Leadership and Management

D O M A IN : (From D igital Learning Fram ework) – Leadership and M anagem ent

Domain 1: Leading Learning and Teaching

Domain 2: Managing the Organisation
Domain 3: Leading School Development
Domain 4: Developing Leadership Capacity

STANDARD(S): (From Digital Learning Framework)

• Promote a culture of improvement, collaboration, innovation and creativity in learning, teaching, and assessment
• Manage the school’s human, physical and financial resources so as to create and maintain a learning
organisation
• Build and maintain relationships with parents, with other schools, and with the wider community
• Critique their practice as leaders and develop their understanding of effective and sustainable leadership

STATEMENT(S): (From Digital Learning Framework)

• The principal and other leaders in the school encourage teachers to use digital technologies to enhance their
learning, teaching and assessment practices, and to share their practice.
• The principal and other leaders in the school have a shared understanding of why and how the school seeks to
integrate digital technologies, and lead the development of effective policies and practices to support technology
integration.
• They promote and encourage the use of digital technology to foster innovation and creativity. They recognise the
value of individual and collective contributions and achievements.
• The principal and other leaders in the school ensure that processes are in place for the procurement, maintenance,
interoperability and security of the digital infrastructure for effective learning, teaching and assessment.
• The board of management ensures the provision and maintenance of digital teaching aids and equipment to a
good standard.
• The school has an explicit communication strategy in place, which identifies and uses websites and social
networks, to communicate effectively with the whole school community.

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 • The principal and other leaders in the school use digital technologies to enhance organisational communication
with learners, parents and third parties making administrative procedures more transparent and accessible.
• They are committed to collaboration and knowledge exchange through partnerships with other schools, external
organisations, industry and the wider community, facilitated and sustained as appropriate using digital
technologies.
• They question their own practice in relation to the use of digital technologies through processes of personal
reflection and identify areas of their practice that require improvement.

TARGETS: (What do we want to achieve?)

• All staff competent in use of digital technologies available in school (both administrative and teaching tools)

• Effective implementation and embedding of digital technology use in Power Hour sessions

• Update policies in relation to DES guidelines

• Develop a digital learning culture in school

ACTIONS TIMEFRAME PERSONS / CRITERIA FOR SUCCESS RESOURCES

(What needs to be done?) (When is it GROUPS (What are the desired outcomes?) (What resources
to be done RESPONSIBLE are needed?)
by?) (Who is to do
it?)

● Professional ● March ● All Staff ● All teachers capable of using digital ● Powerpoint
Development: All staff 2019- technologies for teaching and admin ● Ipads
competent in the use of June (attendance, results, reports etc.) ● Computers
computers & projectors, 2020 ● Increased use of Promethean Boards ● Voice
● Professional potential recording
development in Aladdin software
in September 2019
● Professional
development Gsuite in
October 2019
● Continuous review of

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 iPad use

● Regular digital learning ● March ● All Staff ● Ensure all teachers (Class and SET) ● Powerpoint
updates for teachers, 2019- are aware of and can use new ● Ipads
new hardware procured, June digital technology resources and ● Computers
new websites, and new 2020 hardware in the school ● Voice
resources. ● teachers share information on digital recording
technology on school website they software
find to be of particular use in
delivering the curriculum
● teachers share informaiton with
each other the resources they find
useful in incorporating digital
technology into their teaching and
learning.

● All Power hours to ● March ● All Staff ● Collaborative planning of power hours ● Powerpoint
effectively incorporate 2019- with one teacher involved in the ● Ipads
digital technology into June team teaching to source new apps or ● Computers
the teaching and 2020 decide upon the integration of ● Voice
learning plans digital technology into the session recording
(teacher in charge of the IT software
integration to rotate each month)

● Collaborative feedback ● March ● All Staff ● Croke Park Hours to facilitate this ● Powerpoint
and discussion on 2019- collaborative discussion ● Ipads
children’s presentations June ● Computers
of classwork 2020 ● Voice
recording
software
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 ● Develop a digital ● March ● Principal ● Ensure an up to date school website ● Powerpoint
learning culture within 2019- ● ISM is maintained. ● Ipads
the school. June Team ● Ensure the use of digital ● Computers
2020 ● All Staff technologies in administration and ● Voice
communication is maintained and recording
increased e.g.– switch from Databiz software
to Aladdin, ePayment, Email & Text
Communication
● Devise and implement a Digital
learning Policy
● Review and Update Digital Learning
Policy
● Compile a list of educational
websites for parents to reference and
reinforce their children’s learning
● Communicate to parents what the
children are using the iPads for,
when and why.

EVALUATION PROCEDURES:
(How are we progressing? Do we need to make adjustments? Have we achieved our targets?)

The digital learning plan will be implemented on an on-going basis. Progress will be reviewed every year and this
document will be updated to reflect progress made.
Teachers will complete a review questionnaire in Term 1 of school year 2019-2020.

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