Technology in education is no longer a question of whether we use it, but how we use it well. For early years and primary schools, creating a thoughtful, sustainable digital strategy is both an opportunity and a challenge. Limited capacity, time and budget often results in reactive decisions around technology without a cohesive plan. Yet, when digital tools are integrated effectively, they can transform teaching, learning, and leadership. So how can we ensure their use of technology is intentional, inclusive, and impactful?
Why Digital Strategy Matters in Primary Education
In primary settings, staff wear many hats. A Year 4 teacher might also be the computing lead, science coordinator and SENCO. Against this backdrop, developing and implementing a whole-school digital strategy can feel like a distant ambition. Yet the need is urgent. From formative assessment apps to safeguarding systems, digital technology underpins much of today’s school life. When there is no coherent strategy, technology use becomes inconsistent and fragmented, often driven by individual enthusiasm or isolated funding bids rather than whole-school priorities.
Also, in the absence of a defined mission and objectives, there’s a tendency to become distracted; perhaps by something exciting (and often expensive) at an exhibition, or more likely at the moment, by the perceived opportunities of AI.
A digital strategy doesn’t mean more screens. It means clear goals, shared vision, and evidence-based decision making. Done well, it empowers staff, improves outcomes, and builds resilience in school systems.
The Hidden Load on Computing Leads
In many primary schools, computing coordinators are often expected to oversee not just the computing curriculum, but all things tech-related. This includes choosing hardware, supporting staff with digital tools, managing the website, handling troubleshooting, and even advising on digital transformation. This scope creep places additional pressure on already busy teachers and risks narrowing the conversation about technology to firefighting rather than strategic thinking. St. Bede's Catholic Junior School used the NAACE EdTech Review Framework (ERF) to move on in their digital journey - redefining roles, focussing leadership efforts, and building staff confidence.
The Problem of Vision Drift
One of the most cited outcomes of engaging with the ERF is having a clear and shared vision for technology, resulting in a new type of digital success, collaboration across the school community and and a real return on investment for teaching, learning, management and administration
Forest View Primary School, featured in Teach Primary, found that using the ERF enabled them to reflect deeply on their provision. It helped them align their technology use with school improvement priorities and involved the wider school community in shaping their digital journey.
The Multi-School Challenge
In Multi-Academy Trusts (MATs) and federations, leaders face the added complexity of understanding digital maturity across multiple schools. Each school may have different hardware, staff skills, pedagogical approaches, and levels of digital readiness. Gathering consistent information across sites is difficult without a shared framework. This can lead to duplicated efforts or missed opportunities for collaboration.
Holy Trinity Primary School used the ERF not only to assess their own provision but to provide transparent, evidence-based insights to trust leaders. This supported better decision-making, targeted CPD, and a more unified digital culture across schools.
How the NAACE ERF Helps
The Naace EdTech Review Framework helps you evaluate and enhance use of technology in your school, driving value, inclusion, and impact in all areas.
One of the six elements is Digital Safeguarding - more essential and bewildering than ever, whilst also being core to every school’s mission.
Key benefits of using the ERF in a primary context include:
- Clarifying roles: Helping computing leads and SLTs distinguish between operational IT tasks and strategic leadership.
- Building a shared vision: Encouraging school-wide conversations around the purpose of technology.
- Guiding improvement: Identifying strengths and gaps without judgment.
- Celebrating success: Schools can work toward achieving NAACEMark, a recognised standard that demonstrates effective digital strategy and implementation.
The ERF isn’t a checklist. It’s a reflective tool that prompts meaningful dialogue, planning, and growth.
Spotlight on Primary Success Stories
Real-world examples demonstrate the power of this approach. At St. Bede’s, engaging with the ERF prompted a shift in mindset across the staff team. Teachers began seeing technology not as an add-on but as a tool to deepen learning. At Holy Trinity, the framework helped leaders target resources effectively and plan staff development with purpose.
These schools didn’t simply upgrade their devices. They upgraded their strategy, their conversations, and their culture.
A Supported Step Forward
Primary schools don’t need to do everything at once. What they do need is a framework to guide thoughtful, inclusive progress. The NAACE ERF supports schools in asking the right questions, involving the right people, and taking the next right step.
Whether you're a headteacher, a computing lead, or part of a MAT central team, consider how you might use the ERF to drive clarity, capacity, and coherence in your school's digital journey.
Learn More:https://erf.naace.org.uk
Explore NAACE: https://www.naace.org.uk
