WHAT NEXT FOR PRIMARY SCIENCE?

1. WHAT NEXT FOR PRIMARY SCIENCE? Challenges and Opportunities Ian Richardson HMI Specialist Adviser for Science ian.richardson@ofsted.gov.uk

2. Purposes:- To provide an update on primary science - To discuss teachers’ priorities

3. The elements coming together to make science engaging and enjoyable include: effective planning good subject knowledge science enquiry clear objectives lively and energetic teaching good classroom management What is good primary science?

4. a variety of activities including ICT appropriate pace challenge and differentiation involvement of pupils in decisions effective feedback to pupils What is good primary science?

5. SUBJECT INSPECTION

6. Strengths Collaborative planning with cross curricular links to other subjects and themes such as literacy, numeracy, ICT and PSHE. Science activities that include a good range of learning opportunities and styles, and have at their heart the active engagement of pupils in scientific enquiry.

7. Strengths Incorporation of scientific enquiry both for skills development and to secure subject knowledge and understanding through engagement. Enjoyment of pupils and their active engagement in science activities, where they research topics, come up with their own ideas, exchange views with other pupils and teacher, plan and carry out investigations and evaluate their work and the work of others.

8. Strengths Analysis of data to show the impact on learning and the effectiveness of teaching and assessment aimed at informing teachers’ planning and helping pupils to know what they need to do to improve. Thorough evaluation of teaching and analysis of available data to evaluate the success of teaching, identify needs for CPD and to inform planning.

9. Strengths Leadership and management that focuses on the monitoring of standards and the professional development of teachers.

10. Weaknesses The scientific knowledge and understanding of teachers and co-ordinators are not well evaluated or supported, and teachers do not have ready access to materials to use to carry out self-evaluation. Lack of confidence of teachers in science knowledge and understanding and in their freedom to plan a range of science activities with links to other areas of experience.

11. Weaknesses Isolation of planning to individual teachers and poor reference to previous experiences and performance of pupils. Insufficient professional development to help teachers develop better knowledge and understanding and to promote effective ways of teaching science.

12. Weaknesses Lack of monitoring and evaluation to ensure good standards, identify weaknesses for the focus CPD. Weak leadership of science by co-ordinators who are often not subject specialists and do not receive appropriate training and support to promote their effectiveness.

13. Teachers’ priorities What are the biggest challenges that face primary teachers in teaching science effectively? What do primary teachers need (other than CPD) to help them do their job as effectively as possible? What CPD do teacher of primary science identify as their greatest needs? If the programme of study of the National Curriculum was to be changed, what suggestions would primary teachers suggest the changes be?

14. Focus on Every child matters Be healthy: for example, helping learners to adopt healthy lifestyles, build their self-esteem, eat and drink well and lead active lives Stay safe: for example, keeping learners safe from bullying, harassment and other dangers Enjoy and achieve: for example, enabling learners to make good progress in their work and personal development and to enjoy their education

15. Focus on Every child matters Make a positive contribution: for example, ensuring that learners understand their rights and responsibilities, are listened to, and participate in the life of the community Achieve economic well-being: for example, helping pupils to gain the skills and knowledge needed for future employment.

16. Why a subject inspection programme? No systematic data on subject quality and standards from new school inspections HMCI will still want to report on subjects Subjects are a DfES priority Improvement in standards requires a focus on subject teaching, learning and assessment

17. What is a Subject Inspection? It will gather information and evaluate subject provision + will focus on a specific issue. It will start from the school’s self evaluation. Each visit also addresses ‘Every Child Matters’ and inclusion issues, but through subject.

18. What is Meant by a ‘Subject Issue’? In pilot inspections, HMI have pursued issues such as: Why do boys underachieve in art? How is citizenship addressed in the curriculum? What impact does well planned SC1 activities have on standards in science? How relevant is the history curriculum to pupils’ needs?

19. What Other Surveys? Programme of surveys are ‘commissioned’ by DfES or HMCI. Usually issues of national policy interest, such as: Teachers’ continuing professional development, ICT and its impact on learning, The impact of national strategies, The contribution of education to pupils’ health and well-being, Re-modelling the workforce.

20. What Can Schools Expect? Typically one inspector for one day in a primary school, two days in a secondary school. Visits begin with the school’s own self evaluation. This will help to focus the inspection.

21. What Can Schools Expect? In discussion with the school, a programme will be agreed, usually: Lesson/ session observation, Discussion with learners, Scrutiny of work, Discussion with teachers and subject leaders Reading relevant plans and other documents.

22. Self evaluation Self evaluation needs to address the same key questions. How well do learners achieve? How effective are teaching, training and learning? How well do the curriculum, programmes and activities meet the needs and interests of learners? How effective are leadership and management in raising achievement and supporting all learners?

23. Subject Self-Evaluation No prescribed format for recording outcomes. Is a continuous process not an event. Needs to contribute to improvement. Feeds in to institution’s process + SEF. Usefully built round SEF /Framework headings and grading/criteria. Involves ‘top-down’ and ‘bottom-up’.

24. Outcomes of the Inspection A feedback letter or short report to: Record the findings on the specified subject issue and survey theme, Outline strengths and weaknesses and points for development, using Framework headings & criteria. Institutions will receive this for their own use, Will be published on the web. Schools encouraged to share it with all partners in improvement (SIP, LEAI, Strategy staff etc), It will also be available to the subsequent institutional inspection team.