Setting

Aviation House 125 Kingsway London WC2B 6SE T 0300 123 1231 F 020 7421 6855 enquiries@ofsted.gov.uk www.ofsted.gov.uk

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Mr J Sykes Headteacher Hipswell Church of England Primary School Hipswell Catterick Garrison North Yorkshire DL9 4BB

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Ofsted 2012–13 subject survey inspection programme: science

Thank you for your hospitality and cooperation, and that of your staff and pupils, during my visit on 11 December 2012 to look at work in science.

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Ofsted 2012–13 subject survey inspection programme: science

The visit provided valuable information which will contribute to our national evaluation and reporting. Published reports are likely to list the names of the contributing institutions, but individual institutions will not be identified in the main text without their consent.

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Ofsted 2012–13 subject survey inspection programme: science

The evidence used to inform the judgements included: interviews with staff and pupils; scrutiny of relevant documentation; analysis of pupils’ work; observation of three lessons and a visit to the Reception class.

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Ofsted 2012–13 subject survey inspection programme: science

The overall effectiveness of science is good.

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Achievement in science

 Most pupils, including those who join the school later than the usual year of entry, make good progress relative to their starting points and achieve well.  Children typically enter the Early Years Foundation Stage with a level of development below that expected for their age. They make good progress in developing their understanding of the world and by the end of the Reception Year their attainment is broadly in line with the national average.  There is a rising trend in attainment at the end of Key Stage 1. However, overall, year-on-year comparisons are difficult because the school serves the military garrison and a significant number of children join and leave the school during each key stage.  Pupils’ enjoyment of science is clearly evident in lessons. From the Early Years Foundation Stage to Year 6 they are keen to share their knowledge and explain their understanding when questioned or working in groups

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Achievement in science

with their peers.  Frequent ‘hands-on’ opportunities for pupils to investigate scientific questions help them to develop confidence in predicting, planning, observing, recording and concluding. However, some pupils need to develop further their written communication in science, including their use of subject specific language in explanations.

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Quality of teaching in science

The quality of teaching in science is good.

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Quality of teaching in science

 Teachers have good subject knowledge and confidently promote pupils’ learning through investigations and experiments.  Teachers question pupils well to check their understanding and extend their thinking. Allowing pupils thinking time and opportunities to talk things through with a partner helps pupils to develop their grasp of scientific ideas.  Teachers plan the intended learning and prepare resources to meet the needs of different groups of learners well. Teaching assistants mostly provide valuable support for the learning of individuals and small groups.  Marking of pupils’ work confirms what pupils have done well and usually poses a question or sets a target to help them improve. While some pupils respond, promoting their learning, this is not yet consistent in all books. In a few examples, higher attaining pupils were complimented on their work but not challenged to improve further.  Information and communication technology (ICT), including simulations,

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Quality of teaching in science

educational games and presentation software, is used effectively to support pupils’ learning and develop their ICT skills.

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Quality of the curriculum in science

The quality of the curriculum in science is good.

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Quality of the curriculum in science

 Science is a prominent and valued subject in the school. ‘Big Books’, which document pupils’ learning experiences, and other samples of pupils’ work, confirm the breadth and richness of the curriculum.  Pupils’ questions about what they want to know and find out about a particular topic are used to shape plans and select activities for the ‘themed fortnight’ each term. This themed learning makes good links between different subjects and effectively promotes pupils’ wider understanding of the importance of science in everyday life.  Enrichment activities including trips, visits to the outdoor wildlife area, local farm or woodland and visitors into school contribute well to pupils’ enjoyment and achievement. The seasonal gardening club is popular with pupils.

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Effectiveness of leadership in, and management of, science

The effectiveness of leadership in, and management of, science is good.

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Effectiveness of leadership in, and management of, science

 The subject leader’s enthusiasm and vision for science are shared by all staff in the school, ensuring pupils’ enjoyment and achievement is promoted well.  Pupils’ progress is checked frequently against challenging targets and additional support is put in place to help those at risk of underachieving get back on track.  Good use is made of local authority termly networks and on-line support to share best practice and explore new developments in relation to science. Findings are disseminated effectively to other colleagues promoting improvements in provision.

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Effectiveness of leadership in, and management of, science

 The quality of teaching is monitored through lesson observations, learning walks and scrutiny of teachers’ planning and pupils’ work. Subsequent evaluation highlights strengths clearly but is less specific in pin-pointing how good practice can be developed further.

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Areas for improvement, which we discussed, include:

 ensuring evaluation accurately identifies how teaching and learning can be improved from good to outstanding  improve marking further so it used consistently well to support pupils’ learning and progress.

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Areas for improvement, which we discussed, include:

I hope that these observations are useful as you continue to develop science in the school.

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Areas for improvement, which we discussed, include:

As explained previously, a copy of this letter will be published on the Ofsted website. It may be used to inform decisions about any future inspection. A copy of this letter is also being sent to your local authority.

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