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Ofsted's Successful Science Report found that the schools who performed highest in science had
-rigorous monitoring
-evaluation of performance
-challenging target setting for individual pupils
-staff in science departments planning together and sharing good practice
Staff in these schools had a clear understanding of what knowledge, skills and understandings were to be developed. They understood how development in scientific enquiry promotes effective learning and understood the relationship between concepts and cognitive demand. They were also very aware of the students prior knowledge and scientific skills

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One of the key recommendations from Ofsted's Successful Science report was to ensure that pupils across the year groups (ie from Nursery and Reception up to Year 6) are engaged in scientific enquiry including and especially practical work and having the opportunity to develop their scientific enquiry skills (consistency, recording results, repeating a test, interpreting results)

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The lack of science specialist expertise in primary schools limited challenge for higher ability pupils

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An Ofsted report into Science teaching across all year groups found that science specific continuing professional development was low which could explain the low teacher confidence in science teaching

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It is essential throughout pupils learning that they are aware of their progress, the students being aware of their strengths and weaknesses allowed them to focus more on specific areas.

Good feedback was seen in most schools in the study of high schools and after questioning pupils, most knew what areas they needed to improve upon and how to do that.

It was seen in many schools that there has been an increasing amount of both peer and self assessment within lessons. This allows students to know about their attainment whilst also allowing them to take a part in it and therefore be engaged.

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In a study based on high schools, it was found that only half of schools used ICT in their science lessons to enhance the pupils learning, but within the half of schools which did use it, a large proportion didn’t use it frequently or to its full potential to engage the pupils.

Within most schools, sophisticated instrumentation was used often that the children became familiar with early on, this engages the children and allows them to take a hands on approach in their learning through experimentation.

One example of good practice found within numerous schools was teachers asking the students what they would like to find out within their science lessons.  The responses were then used to shape a sequence of lessons. Doing this creates interest in learning as the pupils have inputted in their own learning.

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A study found that most science lessons were planned with the intention of engaging students with a number of activities although they are often not executed as effectively, this is usually due to not challenging student enough.

It also found that many lessons did not take account of the students prior learning and where they need additional help. Almost half of the lesson planning seen in the study made no attempt to personalise activities based on prior knowledge or progression.

One way to add challenge to science would be considering longer written activities which could take several days. This would allow students to research in depth, think and apply their understanding.

Without appropriate challenge pupils will not reach their full potential within science, however along with this, they will not enjoy their learning.  GCSE grades indicated that while students were doing well, most did not enjoy science.

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Teachers should their own limits and where to find new information when they feel their own knowledge is lacking.

They should how to educate the children in a way that keeps them engaged but still teaches the necessary points, all while following the required curriculum and maintaining a good standard of English.

Working scientifically is more important than scientific knowledge.

Must have knowledge and understanding of both the Primary Science National Curriculum and the subject specific knowledge found within.

Limited expertise and confidence restricted the level of challenge that was provided for more able pupils.

Scientific inquiry (allowing the children to have a go first) allows teachers to gauge misconceptions of the children and then reconstruct understanding.

Teachers need to teach children the concepts that are new to them in science, therefore the teachers need to understand it themselves before they can confidently teach it.

Teachers also need to understand the nature of science; that not one specific method that fits all, the fact that scientific knowledge is not fixed and is constantly being challenged, theories are underpinned by evidence and human error is inevitable.

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Small groups sorted by ability rather than letting the high ability students do all the work and the low ability students don’t learn.

Allow debate and discussion.

Variety of teaching strategies - integrating technology, concrete resources etc.

Give children plenty of opportunities to work independently, be it during planning or during the practical, but children who were given responsibility over their work enjoy the lesson and learn more.

According to the Maintaining Science document, achievement was highest where pupils were involved in planning, carrying out and evaluating  investigations that - to some extent - they had suggested or hypothesised and formed themselves.

There should be a shared understanding between teacher and children.

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In the Successful Science report, it was found that some subject leads hadn't received professional development and felt quite underprepared for the role.
Less than half said they had received training for the role.

Ensuring that assessments are regular and rigorous, and that they're challenging enough to accurately measure understanding.

A Science lead is not necessary, not having one doesn't create a barrier to learning, though having in is a great advantage. As long as teachers continue to better themselves and follow the curriculum the Science will improve alongside it.

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Misconceptions such as large mixed ability groups are best - the smaller groups encourage everyone to contribute, and keeping within the ability level allows them to work together to reach answers rather than one person knowing and inadvertently preventing the learning of others.

Teachers should use their knowledge of other lessons - structure, pedagogy etc - and bring it into the Science classroom, however, a teacher must also know when Science differs from a normal lesson (e.g. practical work, following up with written work - while similar to other lessons, it shouldn't be forgotten as each part is equally important.

Explicit connections between Literacy and Science leads to a higher outcome in both.

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Keeping introductions and explanations short and allowing the science discoveries to speak for themselves.

Don't do the work for the children, many schools found that teachers were pushed for time and so gave children the answers rather than the children finding the answers themselves.

Discussion in marking helped pupils to understand how to improve their work.

Starting lessons with a recap is incredibly effective. Going over key words, or a cycle can refresh children's brains.
It helps to check children's understanding.

Some children then make connections during lessons, these should be discussed with the class e.g. Yr 3 class were learning about light & energy, and in one lesson were learning about shadows. Pupil acknowledged the heat energy being wasted by the projector and the teacher picked up on this and talked about it with the class to deepen understanding.

Some schools orchestrate a special Science day, but when these are observed it's not representative of day-to-day teaching, so teachers should endeavour to maintain this level of teaching throughout all classes, rather than creating a special day out of it and making it such a spectacle.

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Outstanding lessons include quality interaction between Teacher and children, whereby the teacher scaffolds/prompts children towards the correct notions .

Engagement is also key for effective teaching. If a child isn't engaged and invested, they won't want to learn.

Hands on experiences stimulated pupil engagement and enjoyment. Pupils enjoy practical lessons. Having experts visiting (e.g. birds of prey, dental hygiene, recycling) helps to make lessons stand out form the normal lessons pupils were used to.

Teachers need to make children feel that their views are valued.