ICT Advice for Lewisham Schools - FITS

The Lewisham FITS pilot 2005 to 2006

The Framework for ICT Support: What’s in it for you?

Introduction | About the FITS process | The Lewisham FITS pilot | Outcomes | Download this article (Word)

Introduction

The title of this document is not a mistake – whether you are a teacher, ICT co-ordinator, a member of the senior leadership team or a technical support officer, the framework for ICT support – or FITS – programme has something of benefit for you. This assertion is not based on Becta’s PR machine or wishful thinking! It is based on actual results seen in Lewisham’s schools over the last six months, and which have been corroborated by the completion of follow-up questionnaires.

In the near-future you will also be able to read to case studies, one primary and one secondary, which arose from this work in the locality. These case studies will nicely complement the ones already available from Becta from the implementation of FITS in other parts of the country.

You can also read more about the FITS process and its relevance to strategic planning in the document called “FITS -- a briefing for the senior leadership team”, and in the FITS booklet from Becta.

About the FITS process

Don’t be fooled by the word “technical” in the FITS name. FITS is not about technical matters per se, but the management of technical support. In other words, it is concerned with establishing processes and procedures that enable a school’s ICT systems to work smoothly. In an ideal world, nobody in a school should have to worry about computers going wrong, unless that is their job: FITS helps to bring about that happy state of affairs!

The Lewisham FITS pilot

The Lewisham pilot involved 3 primary schools and 2 secondary schools. As you can imagine, all of the schools which volunteered for the pilot had had their own technical support issues – issues which are not uncommon.

For example, in one school, there is not technician at all, whilst in another one the technician’s time is divided between two different jobs. All the schools had what is known as a “corridor culture” – where the technician, or the ICT Co-ordinator, is grabbed in the corridor and told of an “urgent” problem that must be fixed there and then. Or, worst still, where the “corridor” is actually the teacher’s classroom, which other teachers enter to report problems, thereby interrupting a lesson into the bargain!

In other words, the schools involved in the pilot were typical: they had not been chosen because they looked easy to get results in!

Outcomes

All of the schools involved in the pilot have benefited from the implementation of the FITS programme. Indeed, two have made such excellent progress that they warrant writing up as case studies which we hope to be able to offer Becta for use on a national basis.

Now, you could be forgiven for thinking that, as the external consultant involved in this pilot, I have a vested interest in “talking up” FITS – and you would, of course, be right! So, don’t take my word for it. “Listen”, instead, to the comments made by your colleagues:

“FITS” has led to better communications between the technicians” – a technician.

“There has been a vast improvement in the school’s computer systems. The support is much quicker in their responses.” – a teacher.

“The procedures for dealing with issues in terms of priorities… has been clarified, resulting in improved quality of delivery.” – a Deputy Headteacher.

“The network is more reliable and has enabled better learning to take place.” – a teacher

“Our suppliers are happy with having one point of contact with IT-related issues and problems, because questions can be dealt with quickly rather than being passed to different people within the school.” – Senior network manager.

FITS is not a magic wand. It takes an investment in time spent on a course, planning, and implementation. However, it is possible to realise some gains very quickly indeed, and the programme takes on a momentum of its own. I hope to have the pleasure of working with you soon.

Terry Freedman

Last update: 20th March 2006