Teach Primary Issue 19.5

What are the new digital and technology requirements, and what do they mean for primary schools and teachers? I f you’re a teacher who’s ever struggled with slow wifi, shared devices that don’t quite work, or tech that’s tricky to use with younger pupils, you know how frustrating it can be when things don’t run smoothly. And yet, digital tools are playing an increasingly important role in how we teach and how pupils learn. From programmable robots and online phonics apps to digital maths games, tech has become a vital part of daily life in primary education. That’s why the government recently updated its digital and technology standards ( tinyurl.com/ tp-GovtTechStandards ), aiming to ensure every school has the right foundations to deliver a smooth, safe, and effective learning experience for pupils. If you’re wondering what these new standards mean for your role, your pupils, and your day-to-day teaching, here’s a clear, practical look. New standards These updated standards, released in March 2025, cover the digital essentials that every school should get right. They’re about more than just gadgets or wifi speed – they include: • reliable broadband and wifi in all classrooms and shared areas • cybersecurity and keeping pupils safe online • digital accessibility – ensuring all pupils can benefit, including those with additional needs • cloud-based tools that support teaching and school management • strong leadership to oversee the school’s digital strategy These aren’t just rules to tick off, either. Think of them as a guide to help you build a digital setup that truly supports teaching, learning, and school life. So what? Too many primary schools still face foundational digital challenges. Only 63 per cent report a fully functional wifi signal across classrooms and shared spaces – a basic requirement that, when missing, disrupts lesson flow and limits access to essential digital learning tools such as phonics apps and interactive storybooks. We know that in primary education, digital tools can make a huge difference, whether it’s helping pupils with special educational needs or supporting those learning English as an additional language. But these benefits only materialise if the technology works. The updated standards are designed to help close those early-stage digital gaps, ensuring every pupil starts their learning journey with the tools and support they need to thrive. What will change? A key change encouraged by the new standards is that schools appoint a senior leader responsible for digital strategy. In primary schools, this doesn’t mean adding yet another specialist role, but having a leader who understands the unique tech needs of younger pupils, teaching assistants, and parents. This kind of leadership helps bring better coordination for teacher training, device upgrades, and digital safety policies – all tailored to primary classrooms. That said, I’ve seen firsthand just how challenging it can be in smaller primaries to find a digital lead. It’s not always clear who should take that role, or even where to turn for guidance. As such, for these schools, the standards “Think of the new standards as a guide to help you build a supportive digital setup” Standard PRACTICE MEL PARKER 34 | www.teachwire.net