It is no secret that school budgets are under pressure. Every year, leaders face difficult choices about what gets prioritised and what might have to wait.

Therefore, making a major investment in primary computing can feel like a bold decision, especially when the return on investment isn’t always immediate.

But at Swale Academies Trust, we’ve chosen to go all in on computing for our primary pupils - not as an add-on, but as a core part of their education. In today’s world, understanding technology is just as essential as literacy or numeracy.

From how we communicate to how we learn, work and solve problems, digital tools increasingly shape almost every aspect of modern life.

If we want children to grow up not just using technology but questioning it, building it and using it responsibly, we need to lay the foundations early with structured, hands-on experiences that build confidence and curiosity.

Creating spaces that spark curiosity

While many schools have moved away from computing suites, we have taken a different approach, aiming for each of our primaries to retain and upgrade a bespoke digital space to make computing both engaging and ambitious. Several schools have already reached this point, with more on the journey.

These aren’t just rooms with a few PCs. Our suites are equipped with specialist tools that bring digital learning to life.

From 3D printers and humanoid robots to digital media kits and CAD software, the equipment helps pupils explore coding, design and animation in ways that feel relevant, exciting and connected to the world beyond school.

The concept is to give pupils a clear progression from the early years to Year 6, starting with floor robots in nursery to real-world design tools that link directly to careers in engineering, media and programming by the end of primary.

The financial reality

Of course, making this happen required significant investment. We allocated £13,000 per school from trust reserves, followed by a further £20,000 per computing suite to get them fully equipped.

There are also ongoing costs, including staffing, maintenance and upgrades.

But we have made this work by centralising our IT budgets and implementing a systematic approach to renewals and upgrades, taking advantage of educational discounts and refurbishing older equipment.

Getting buy-in

Initially, there were some understandable apprehensions about logistics and long-term sustainability.

However, by involving staff early, listening to their priorities and showing how it would enhance teaching and learning, we built shared ownership.

We delivered science, technology, engineering and maths (STEM) days, provided whole-staff professional development on the new computing curriculum and hosted showcase events for headteachers and computing leads.

We also involved our computing leads from the outset in shaping the spaces and curriculum - their input was vital in making the investment purposeful. Once staff saw the impact on pupils, the value became clear, and we haven’t looked back.

Skills with staying power

We are now seeing the true value of this investment with pupils more engaged in computing, not only because lessons are more interactive but because they feel they are learning something meaningful.

We are seeing particular benefits in digital confidence and problem-solving skills, with a noticeable uptick among pupils from disadvantaged backgrounds and among female pupils - groups that often feel excluded from tech spaces.

We have also seen a link between computing and attendance. At two of our schools, the computing curriculum has played a crucial role in boosting engagement among disadvantaged pupils and those with SEND.

Alongside this, attendance across these Swale schools now sits above the national average, with one school seeing particularly marked improvements since the introduction of the curriculum.

In our experience, computing has short- and long-term benefits, re-engaging learners, boosting attendance and making learning exciting as well as setting them up for their futures.

The bigger picture

There’s no doubt that primary schools face tough choices when it comes to time, space and budget.

But when it comes to computing, we have found that even modest, well-planned investments can have a big impact.

For us, early collaboration with staff was key, as was thinking ahead about sustainability, whether through phased investment, refurbished kit or creative resourcing.

Most of all, focusing on technology that genuinely supports children’s learning and development has enriched our pupils’ education and set them up for success in the modern world.

Julie Prentice is director of primary at Swale Academies Trust