Science
We are thrilled to have maintained the Primary Science Quality Mark for the second time in a row.
For a school, achieving PSQM involves demonstrating that:
Science is well taught across the school.
Teachers have good subject knowledge and confidence in teaching science.
Pupils have opportunities to develop practical and scientific enquiry skills.
The science curriculum is well planned and progressive from year to year.
Children develop their scientific knowledge and understanding as they move through the school.
The school promotes a positive attitude towards science and helps children understand its importance in the wider world.
The school evaluates and improves its science provision continuously.
Our Vision
Our vision is to inspire curious, confident and knowledgeable young scientists who ask questions, explore the world around them and develop the skills to investigate and understand scientific ideas. We aim to nurture a lifelong wonder and enjoyment of science, helping pupils recognise its importance in everyday life and the wider world.
Our aims
We aim to help children understand scientific processes and develop a deep curiosity about how and why things happen in the world.
Teach key scientific knowledge and concepts through the specific disciplines of biology, chemistry, and physics.
Foster an understanding of scientific methods and processes to explore and answer questions about the world.
Equip children with the knowledge to understand the impact of science on daily life and the future.
In Science, we teach substantive knowledge (facts, concepts, and theories) and working scientifically skills (how science works and practical skills).
Implementation
Early Years (EYFS)
In Nursery and Reception, Science is part of topic-based learning linked to the Early Learning Goals (ELGs). Through themes connected to their lives, children explore topics like weather, materials, and the human body; helping them understand the world and supporting their personal and social development.
Children in Years 1–6 learn biology, chemistry, and physics through six topics per year. Each topic includes:
A focus on a key scientist who has shaped our understanding of the world.
Lessons designed using the National Curriculum and Science Rising Stars scheme, with clear learning goals for both substantive and working scientifically skills.
A focus on building scientific vocabulary (tier 3 words).
Opportunities to explore the five scientific enquiry types, integrated into every lesson.
Impact
Assessment is used as part of the learning process itself, rather than as a bolt-on. Finding out prior learning is essential for all children's progression, which is used as a teaching and learning tool at the start of all lessons.
A variety of assessment tools are used throughout lessons and topics to ensure substantive knowledge has been embedded and therefore can be recalled.
At the end of a topic, children should recap and review the unit through low-stake quizzes, end of unit tests, teacher judgements and concept maps.
Adaptations and inclusion
We use the Educational Endowment Foundation “5 a day” strategies to support pupils with SEN/D: Explicit instruction with lots of modelling and checking; cognitive strategies so that pupils learn the skills to plan, monitor and evaluate their learning; scaffolding such as visual prompts, checklists and teacher modelling that will be slowly removed; flexible grouping based on the individual needs that pupils currently share or setting up collaborative learning for pupils with a range of abilities; using technology such as video explainers, widgits or sound buttons to support learning.
Pupils are able to express themselves verbally, using drawings, scribes and work with learning partners.
TAs are in class to support a wide range of pupils.