Primary Science Quality Mark

Primary Science Quality Mark (PSQM) Submission Review Round 7

Name of school
St John’s Primary (NP)

Name(s) of teacher (s)
Victoria Peake

Hub leader
Neil Phillipson

Hub
Round 7 – Stoke on Trent Hub (Neil Philipson)

Level submitted
Gold Award

Reviewer
Liz Lawrence

Criteria – Indicator: Observations
A1 – There is an effective subject leader for science
A capable and pro-active subject leader. Interesting format for SL log. EBI more direct  illustrations of impact of initiatives e.g. planning using the duel objectives. Evidence of impact beyond the school – subject leader is clearly a valued resource for local schools

A2 – There is a clear vision for the teaching and learning of science.
Evidence of focus on the changed statement in principles – skills development. Thoughtful justification of use of ‘Thinking scientifically’.

A3 – The current School Development Plan has appropriate and active targets for science.
Maintenance and development seen plus new priorities for the future

A4 – Science is valued as a subject
Initiatives introduced by the subject leader are having clear impact within and beyond the school community and there has been deserved recognition of this

A5 – The science coordinator knows about science teaching and learning across the school
Monitoring is linked to introducing and embedding new practices with supportive follow-up where needs are identified. SL shows persistence in ensuring that all children get the same high quality experiences. However too much of the evidence is photos of activities and monitoring reports (extracts would suffice). The portfolio needs more of what was actually monitored – pupils’ work and examples of planning

B1 – Colleagues have had opportunities for CPD within science including training and support that increases their skills, knowledge & understanding
Log indicates that cpd is responsive to needs as identified by SL through monitoring etc and includes impact and next steps. Cpd includes a range of activities going beyond courses and staff meetings and including impact on teachers in other schools

B2 – There is a range of teaching and learning approaches
Systematic introduction of less familiar aspects of working scientifically. The skills ladders are a useful development which have been widely shared. I hope SL is successful in the bid and look forward to seeing the science and maths materials that result from it. I’m sure they will be a useful resource

B3 – There is a range of up-to-date, quality resources specifically for teaching and learning science. ICT is used both as a tool and as a resource for teaching
Use of a wide range of science specific and everyday resources is having an impact on learning and engagement

C1 – All pupils are actively are engaged in their own learning and achievement; independently making decisions, answering their own questions, solving real problems.
Developing enquiry has been a key focus and a lot of thought has gone into ensuring progression in skills. SL has identified that developing children’s understanding of the different enquiry types is a longer term objective. There is a lot of evidence from special events and the children are provided with exciting opportunities but I would like to have seen more of the impact within the ‘everyday diet’ of science teaching and learning

C2 – Teachers are using a range of assessment approaches
Another reflection with clear actions and realistic next steps. This one would also have benefitted from more examples of pupil’s work. Unfortunately figure 77, which may have answered some of my questions was mostly lost in the process of making a pdf

C3 – Children enjoy their science experiences in school
I am pleased that the SL picked up on the need to translate science day approaches into day to day lessons. Pupil voice activities and more SL learning walks related to their usual experiences, in addition to input and observation of science days, would be a useful starting point for this.

D1 – Science supports other areas and contributes to maximising whole school initiatives while retaining its unique status
Lots of links to other subjects. I particularly liked the science themed world book day and the way that the Itch project was allowed to develop, following the children’s interests.

D2 – There are clear links to outside agencies / organisations /communities to enrich science teaching and learning
Good use of visitors, trips and residential experiences to link science with real life. Lucky children. EBI the calendar had an impact column like the cpd record. Other schools are benefitting e.g. from visiting a science day

E – General reflection if appropriate
Good to hear the impact on staff cohesion. SL still looking forwards!

Overall comment
The subject leader is clearly having gold level impact within and beyond the school and has been recognised for this. The next steps suggest that she is ambitious to maintain the momentum that has moved the school from silver to gold.

This submission meets the criteria for PSQM Gold level.
Reviewer signature and date 28.08.14

Congratulations on your PSQM gold award. It is always exciting to see a gold submission from a previous silver school and to see the continued progress. What an achievement – you should feel very proud!
PSQM National Director

Additional points – Details
Lots of evidence of activities, ideas and impact beyond the school but, when you are renewing the award, it would be better if the evidence had more of a focus on planning and children’s work which show the ideas and resources in action and if there was more focus on the day to day as well as the photogenic special events. A gold submission should show planning and work from at least five classes as well as photos of children working. As your gold level impact is clear I’m going to let that pass but it is some of the most valuable evidence you can show to a reviewer and it keeps the focus on the teaching and learning as well as the engagement.