Primary Science Quality Mark awarded to St. Michael's CE Primary School!
We are very proud to have earned our Primary Science Quality Mark!
Please read some feedback highlights from our submission:
Thank you for sharing your PSQM journey with me; this submission has been a delight to review! The enthusiastic and dedicated subject leader has been able to instigate a great amount of positive impact across all areas of science learning. The staff team have been enthusiastic about developing their own practice resulting in real, whole-school, positive change. Children are gaining more independence and becoming more engaged in their science learning. St Michael’s CE Primary school is a great place to learn (or teach!) science and it is clear the subject will continue to go from strength to strength in the future. Well done!
The school’s vision and principles were created collaboratively with staff and pupils. This has had great impact on the profile of science and the extent to which pupils feel their views are listened to and valued.
Staff training has been particularly beneficial in the area of outdoor learning, with much more now taking place both within and beyond the school grounds, impacting positively on children’s engagement and science capital.
A great deal of work has gone into enhancing outdoor learning provision, with truly wonderful impact on both the school and the wider community; clever use of plants resources has allowed for learning about sustainability, provided resources to the local community and enabled children to take part in an enterprise activity, the profits from which were then used to continue enhancing science resource provision. There are great plans for further development in this area with the addition of a new pond.
Children’s science capital is enhanced through a range of enrichment activities and adaptations to lessons. It is great to see that improved teacher confidence has meant that more staff are now planning ‘ad hoc’ science enquiries to respond to children’s curiosity and topical events.
This has had wonderful impact on the motivation and engagement of children – so much so that many have been inspired to carry out their own science learning at home as a direct result of their experiences at school.
Making clear links to real life and the wider world during science lessons has had great impact on children’s understanding of the relevance of their learning, as well as their awareness of STEM careers available to them in future.
All stakeholders are aware of the raised profile of science and of the high-quality provision that is in place. It is great to see how the subject leader feels the process has developed them as both a teacher and leader, and it is clear they are now a very reflective practitioner. There is a lot to celebrate and be proud of here!
