"The Transition from Key Stage 2 to 3" - Pete Challinor, ICT co-ordinator at Painsley Catholic High School in Cheadle, Staffordshire, describes an innovative approach to easing the transfer between primary and secondary school. Source BECTA, summary by H Rhodes, Gloucestershire Small Schools Group. Fuller details of this article appear in the transition area >>

The Christ Church Cluster (6 schools), in response to Ofsted Reports varying from excellent to poor in terms of ICT provision, employed an ICT technician who worked in each school for half a day per week. This has impacted positively on standards through maintaining and upgrading of hardware, evaluation and standardisation of software and the raising staff confidence and skills in using ICT in the classroom as a cross curricular tool. head@christchurch-chalford.gloucs.sch.uk

The Three Schools Cluster set up a project to develop the use of ICT within the curriculum with regular meetings between their ICT co-ordinators devoted to the analysis of resources, subject skills and expertise. Regular meetings were also held by SENCos resulting in the purchase of specific SEN resources. A successful spin off has been the establishment of a mutually supportive network between the three headteachers. head@greatfieldpark.gloucs.sch.uk

The Oakdene Cluster (3 schools) is a cluster of special schools. An ICT technician works at each school for one day per week. The technician works with teachers, support workers and children. The project has resulted in good practice being disseminated from school to school, the more efficient use of teaching time and continuing staff development. There are has been a noticeable improvement in standards of teaching and learning. head@oakdene.gloucs.sch.uk

The St. Benedict’s Cluster (4 schools) is made up of a small secondary school and three feeder schools. To develop effective strategies for sharing specialist ICT equipment and the maintenance of the schools’ networks, hardware and peripherals a technician has been employed for four days per week. The ICT provision has been considerably enhanced and a wider range of ICT experiences provided through the sharing of specialist resources. lestbenedicts@blueyonder.co.uk

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The Uplands Hill & Valley Cluster (6 schools)  employed an ICT technician in response to issues raised by OFSTED inspections and in-schools audits. Expertise in the recruitment process (person specification, job description etc.) in one participating school proved valuable. head@uplands.gloucs.sch.uk

The Gold Cluster (7 schools) employed a technician to deal with hardware & software, enhance staff expertise and work with groups of children. The question of performance management for a ‘cluster employee’ was addressed. A cluster ICT co-ordinator has been identified, cluster policies are being developed and software has been rationalised across the cluster.  head@leighterton.gloucs.sch.uk

The Ruardean cluster (6 schools) This project involved five small primary schools collaborating with the local secondary school. This has proved very advantageous with the primary schools having access to specialist teachers and equipment. It also helped ease the transition process. head@ruardean.gloucs.sch.uk

The A38 Tewkesbury Cluster (6 schools) decided to collaborate through ICT provision focusing on resources, INSET, joint planning and developing the role of the ICT co-ordinator. They had a particular problem with suppliers of equipment. Their experience might be useful to others. head@tredington.gloucs.sch.uk

The North Cotswold Cluster (4 schools) undertook joint INSET and purchased resources. As a group of schools they were able to negotiate very favourable terms with suppliers. They also planned to set up a cluster website. Other areas of collaboration have developed from the original project. head@longborough.gloucs.sch.uk

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The Mid-Cotswold Cluster (4 schools) aimed to enhance  ICT provision through developing the co-ordinator role and joint planning. They set specific targets e.g. to develop monitoring & control. Heads & co-ordinators meet regularly and good records/minutes are kept. head@st-andrews.gloucs.sch.uk

The Newent Cluster (13 schools) employed both a technician and an LSW for ICT. The size of the cluster meant that they were spread rather thinly but benefits in time and sharing of expertise, particularly through the LSW proved valuable. Co-ordinators, relieved of troubleshooting, could use their time more effectively. head@highnam.gloucs.sch.uk

The Chipping Campden Cluster (2 schools) These two close neighbours employed an ICT LSW, set up networks and a cluster website. They also used data analysis to assess standards in literacy in response to an OFSTED key issue. They found that working collaboratively reduced a sense of rivalry which had built up over the years. Other areas of collaboration have ensued. head@st-catharines.gloucs.sch.uk