A1: There is an effective subject leader for science

1. Monitoring using the ‘Science This Week’ board has meant I can be confident adequate time is now being spent teaching science as each year group provided a range of evidence every week. A1: There is an effective subject leader for science

2. A1: There is an effective subject leader for science The ‘Science This Week’ display has also highlighted the range of science enquiry types now being used in school Making models Observation Using visitors the children don't look on science so much as 'we have to learn this' as 'this might be fun'; and they discuss more. Fair testing Sorting and classifying science is a lot more fun both for teachers to teach and children to learn The profile of science has been raised and I think that it is now taught more consistently. We have moved away from the QCA schemes of work and it is being approached in more creative ways. I feel like a more capable science teacher after seeing and learning from the good practice of my colleagues. Modelling processes Teachers say…

3. A1: There is an effective subject leader for science APP and assessment tasks Teachers use a range of assessment strategies - prior to, during and post topics - to inform planning, next steps and assess attainment. Topic tests Evaluating each other’s models Initial assessment to inform planning Peer assessment (Yr 6 peer marking Yr 2) Evaluating anonymous work Questioning Questioning Write down one thing you’ve learnt Peer Assessment Asking children to apply knowledge

4. A2: There is a clear vision for the teaching and learning of science The following statement was e-mailed to all staff at Irchester Community Primary School, teachers and support staff, and they were asked to complete it with their own views and thoughts, as many different versions as they wished: ‘Science teaching in our school is good when…’ In groups, staff were asked to rank these in order of importance and eight key principles decided upon. The thirty-six responses were analysed and similar statements amalgamated and we ended up with sixteen different ideas. These principles are used to focus the monitoring of science. They will be reviewed after one year.

5. A2: There is a clear vision for the teaching and learning of science These principles are incorporated into termly planning… Linked to everyday life Year 2: Staying Alive Opportunities to work outside Hands on Differentiated so all are engaged Chances to direct their own learning Cross curricular links Main: Explain that we will be doing some exercise. How do you feel now before exercise? Model how to find pulse on different parts of body (wrist, neck etc) Measure pulse/min with pulse reader before exercise Take class outside to do some exercise. How do you feel now? What changes have happened? Measure pulse/min with pulse reader after exercise. Collect data in table. Plenary: Discuss observations made and draw out conclusions as a class. Why is it important to exercise? What would happen if we did not? Our list of agreed ‘Principles for Science Teaching’ are used as a checklist when planning

6. A2: There is a clear vision for the teaching and learning of science Year 5/6 – health Linked to everyday life Hands on Cross curricular links Differentiated so all are engaged Chances to direct their own learning

7. A2: There is a clear vision for the teaching and learning of science We’re scrubbing the ice to make it warmer Foundation Stage Hands on Chances to direct their own learning Opportunities to work outside Cross curricular links Linked to everyday life

8. During a recent Ofsted inspection, the following points were made about teaching in general at Irchester Community Primary School… Staff do not consistently demand enough of the higher-ability pupils’ thinking In some lessons, there is an imbalance between the time the teacher spends talking and the time for the pupils to engage in the activity There are some significant strengths in teaching but there is nevertheless variability in quality. A planning and book scrutiny revealed the following areas for development… • Areas for Development • Not enough time is being spent on Science. At least an hour and a half per week should be spent on science teaching and learning. • Ensure science enquiry is not always fair-testing. • Differentiation still needs to be improved at planning stage and clear evidence of differentiation should be seen in books to demonstrate how extended. All books look the same – too much differentiation by support. More able need more choice of activity and recording format, and more open-ended tasks. • A range of assessment needs to be recorded on planning - initial, self-assessment (e.g. RAG, triangles, etc) and summative assessment. New books acquired to aid summative assessment and levelling. • Jennifer should be included in each science unit taught – but taking a more able group to push them onto higher level science or investigating their own questions related to the topic, or utilising the extra adult to visit the wildlife area or grounds. • Findings shared with each individual teams – July 12 It was felt, in science there was an over-reliance on teacher-led, recipe-format fair testing, which did not engage or motivate children, or stretch the more-able. Therefore our science target was set at: To ensure a range of teaching and learning strategies are used across school.

9. A3: The current School Development Plan has appropriate and active targets for science Staff training has focussed on using more open ended activities, using a range of science enquiry types and increasing the provision of child-led approaches.

10. A3: The current School Development Plan has appropriate and active targets for science Action Plan evaluation – as of beginning of Feb 2013 I have a greater bank of ideas to dip into when planning. I now approach science lessons thinking about how much the children will enjoy it rather than how wrong it could go! Staff have adapted current planning according to training… • Teachers say… We are more confident with the different approaches that can be used.

11. A3: The current School Development Plan has appropriate and active targets for science The ‘Science This Week’ display has highlighted some of the different learning activities being used in school (also see slide 2) Designing posters Labelling Using visitors Role play Linking with literacy Using the lab Enquiry Further monitoring of books and planning is needed in order to gain a full picture of the teaching and learning strategies being used across school – this is timetabled for March.

12. A4 - science is valued as a subject – large events Whole school event, with invited guests from business, politics and education celebrating our enquiry based, child-led approach to science. We organise a large science event at least every seasonal term - many involving STEM ambassadors, local businesses and the wider community. School cluster RSC event, acknowledging the science used in jobs hosted by ICPS – all year 5 attended Whole school ‘Mad Science’ assembly plus events throughout the afternoon to celebrate the Lab’s 1st birthday. Hand Hygiene challenge – sharing the importance of good hygiene with the whole school.

13. A4 - science is valued as a subject – large events …as well as a hand-hygiene challenge and ‘Science Writing Week’ last term, we also challenged each year group to create a ‘Science Sculpture’ to stand in our school grounds to demonstrate our love of science Yr 2 – Musical Tubes FS – Bug Hotel Yr 3 – String Telephone Web Yr 4 – Materials feely-box Guided tours for parents, governors and visiting teachers were held in December and January. Yr5/6 – Alternative energy collectors Lab_13 - ‘Bird City’ Dad’s Club – Bottle greenhouse (to be completed – typical builders!) Dad’s Club – Science Timeline(runs along the school boundary, from Big Bang to present. Yr 1 - Forces see-saw This term, as part of National Science and Engineering Week, we are preparing to host the ‘Not Just for Christmas’ Lectures for the local cluster of schoolsand hold a ‘Science and Maths’ week.

14. A4 - science is valued as a subject – smaller events (see Events Log for full range) Farm project with year 3 Making ‘Little Sherlock’ kits to sell at the ‘Pop-up Shop’ in Nottingham. MRC Centenary Project – Future Science Planting trees for National Tree Week – FS and Yr6 Secondary student mentors with year 4 Visit to Silverstone Our girls lead a lecture for the University of Northampton’s ‘Girls into Stem’ Star watching event on site for families. Solar watch – using specialist equipment

15. A4 - science is valued as a subject – displays Science displays are always evident around school – staff, children and parents are interested to see each others’ work.

16. A4 - science is valued as a subject We share our successes and love of science whenever we can. A science award is given out each week in our Gold Award assembly – parents are invited. In December, we came second in a national science song contest! Our students are currently featuring in the official launch of the Medical Research Council centenary celebrations on YouTube: http://www.youtube.com/watch?v=4z3BxRT4Zbg and http://www.youtube.com/watch?v=fN7XqpX5YQc An appearance on local news.

17. A4 - science is valued as a subject (A3: The current School Development Plan has appropriate and active targets for science – impact on children) The children love science, as soon as they see it on the timetable for the day they are excited and wondering what they will be doing. They are also applying the skills learnt in science to their everyday lives, questioning the things they observe and looking for patterns. This is what the teachers think… A Wordle activity revealed the children’s opinion of science in our school. The children are all keen to find out what we will be doing as soon as I say ‘Right, time for science.’ The children have just become much more 'into' science. The children have also become much more inquisitive, asking lots more questions about all subjects, not just science. The profile of science has been raised. I feel that children have a better understanding of what science is. A recent ‘Pupil Voice’ survey of 60 pupils across the school revealed that 83% thought it was important for everyone to learn science at school, 90% thought that school science teaches them how to take care of themselves and 77% thought that the science they are learning at school will help them in their everyday life.

18. A4 - science is valued as a subject …it gives children the chance to find out about the world. They can investigate and experiment with different concepts and find some answers that can protect them for life (e.g. metal conducts heat) …it encourages children to develop their thinking skills,there is often no obvious answer, and these are skills that children seem to use less as they get older. …learning about science gives an approach to learning that questions rather than just accepts. It promotes critical and logical thinking with an open mind. …children need to realise that science is everywhere and that there is an explanation as to why things happen and how things work …it gives a greater knowledge of the world, feeds their curiosity, and they know that there is not always a definite answer …it helps to give children essential skills and knowledge that can be useful in life.  Without science, where would we be today in terms of technology, exploration, and innovation? …it enables children to explore new ideas. Teachers at ICPS think it is important for children to learn about science because… …science offers children the opportunity to explore, discover and investigate things around them using all of their senses and find answers for themselves. …learning about science gives an approach to learning that questions rather than just accepts. It promotes critical and logical thinking with an open mind. …science is general knowledge about the world. It responds to the 'why' questions that children regularly ask and without this knowledge, as adults they would be asking them still. It also develops reasoning skills and ability to think through a problem or an idea in a logical/methodical way. Science knowledge and investigating is a stepping stone to a wealth of careers and needs to be introduced and fostered from a young age.

19. A5 : The science subject leader knows about science teaching and learning across the school A full planning and book scrutiny was completed in July 2012 and will be repeated in March 2013 Time allocated to teaching science was not adequate in many year groups. This was due to a change from stand-alone subjects to a more creative, linked curriculum - teachers were able to cover National Curriculum objectives for Sc2, 3 and 4 in a relatively short amount of time, but were neglecting many aspects of science enquiry (a focus two years ago!) and weren’t ensuring children experienced breadth of coverage. Findings were fed back to staff (see CPD log) and a minimum requirement for science teaching per term agreed. Open-ended activities and range of enquiry types was made the focus of staff training Focus group now trialling impact of using different Afl techniques in science. A monitoring board was used throughout Spring 1 and 2 to observe activities occurring, time spent on science and progression throughout the school. (see slides 11 and 2)

20. A5 : The science subject leader knows about science teaching and learning across the school Science Planning is collected from every year group each term for a quick monitoring of coverage, time allocated, range of approaches, etc. – support and coaching has been given as necessary, mostly by informal chats or e-mail. (Scrutiny led to informal chat and demo of sensors. (Scrutiny led to general e-mail, led to action) (Scrutiny led to year group e-mail, now needs following up)

21. A5 : The science subject leader knows about science teaching and learning across the school Informal e-mail has been used effectively to survey staff opinion on understanding and training needs, events and aspects of school science. Staff will also ask for help and support when planning particular topics. This has proved a far more productive method than formal surveys, interviews or meetings – staff are far more truthful and forthcoming when approached indirectly, and far more willing to ask for help when not face to face.