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Many teachers, particularly in primary schools, lack the confidence to teach science well because they don't know enough about the subject and have had too little professional training, according to a new report by Ofsted, the Office for Standards in Education, Children's Services and Skills.

The report, Success in Science, shows that teaching and learning were at least satisfactory in almost all of the schools visited and around three quarters of the lessons were good.  Yet standards in science have remained substantially unchanged in recent years and inspections highlight recurring weaknesses, particularly in planning and assessment.

The report looks at why standards in science have not improved significantly in the last three years at Key stages 1 and 2 (pupils aged between 5 and 11). It highlights the strengths and weaknesses of science teaching in primary and secondary schools and gives examples of schools where young scientists excel.

Schools that focus clearly on how science works - the practical and investigational aspects rather than only the theoretical elements - are more successful at teaching the subject. From researching the effects of acid rain to undertaking role play as forensic scientists, the report shows that science should be lively, engaging and have relevance to pupils' own lives and experiences.

Christine Gilbert, Her Majesty's Chief Inspector, said:

"Science is a fascinating and exciting subject, yet for many pupils, it lacks appeal because of the way that it is taught. The most stimulating and engaging teaching and the best learning occur when science is brought to life and pupils are given the chance to conduct, record, and evaluate their own investigations. Schools need to raise pupils' aspirations and enjoyment of science and ensure that they nurture the talents of our potential young scientists of the future."

Those schools with the highest or rapidly improved standards ensured pupils had excellent opportunities to be involved in science investigations from the beginning of the Foundation Stage. Science teachers had good support from heads, were clear about pupils' abilities, the strengths of what was already being done and what areas needed developing.

The most successful teachers drew on a rich range of resources to support pupils' work and learning across the age range. One class investigated the effects and impact of acid rain on the water supply, public buildings and habitats locally, while another collected and investigated specimens of plants and animals from the school ground as part of an ecology project.

In the most successful schools, science teachers assessed pupils' learning well and the science lessons made effective cross-curricular links to literacy, numeracy, ICT and other subjects like geography and environmental studies. Pupils were able to use the internet to find out more about their science topics or attended science clubs where their enjoyment and learning of the subject extended beyond the classroom. 

However, certain weaknesses occurred in many schools, particularly in planning and assessment and around a quarter had unsatisfactory aspects of accommodation. For example, teachers did not always take account of what pupils had learned in previous key stages and did not give sufficient advice on how they could improve their work - so pupils lost interest and made insufficient progress.

In both primary and secondary schools, many teachers were concerned with meeting test and examination requirements to the detriment of scientific enquiry. When working outside of their specialist area, they tended to rely too rigidly on textbooks or commercially produced worksheets. This style of teaching did not cater for the needs of all pupils, engage them sufficiently nor promote independent learning.

Primary teachers were given few opportunities for continuing professional development, often because schools did not see the subject as a priority. The vast majority were unclear about the type of support available to them such as Science Learning Centres.  Where networks did exist, they were not widespread and the extent and quality of in-school training depended on the effectiveness of science co-ordinators.

Ofsted recommendations: 

The Department for Children, Schools and Families (DCSF), the Department for Innovation, Universities and Skills (DIUS) should provide funding for continuing professional development for primary teachers on science knowledge and understanding, and encourage secondary schools to provide the necessary range and choice of science courses to meet the needs of all pupils.

Secondary schools should provide a range of courses matched to pupils' needs and relevant to a life of continuing education in a technological age, and ensure that the science curriculum is engaging, relevant to pupils' needs and not constrained by an overemphasis on meeting examination requirements.

Primary schools should ensure that pupils receive a balanced programme of science education that includes a significant focus on scientific enquiry, and ensure that an overemphasis on meeting test requirements does not detract from the breadth and balance of the science curriculum.

1. The report is based on visits made by her Majesty's Inspectors to 90 primary and 105 secondary schools between 2004 and 2007. It also draws on the outcomes of subject conferences organised by Ofsted and work which Her Majesty's Inspectors have done with educational organisations nationally.

2. Between October 2006 and April 2007, Ofsted conducted a survey of good practice in post-16 education. This involved visits to 18 schools and colleges where science has been judged good or outstanding in the previous inspection report.

3. The government has made a commitment to 'achieve year on year increases in the number of people taking A-levels in physics, chemistry and mathematics' and to 'make science a priority in schools by including science in the Schools Accountability Framework.'

4. Around 90% of all pupils attempted at least one science GCSE in 2006 with around half gaining a grade within the range A* to C.

5. The programme of study for Key Stage 3 has been revised to complement the changes in GCSE and will be implemented in September 2008. A-level specifications are being revised for implementation in September 2008.

6. In 2004, the government published a 10-year investment framework for science and innovation which included ensuring 'a strong supply of scientists, engineers and technologists'.

7. The Office for Standards in Education, Children's Services and Skills (Ofsted) has the responsibility for the inspection of adult learning and training, the regulation and inspection of children's social care, the inspection of the Children and Family Court Advisory and Support Service. Ofsted inspects or regulates the following services - childminders, full and sessional day-care providers, out of school care, crèches, adoption and fostering agencies, residential schools, family centres and homes for children, all state maintained schools, some independent schools, Pupil Referral Units the Children and Family Courts Advisory Service, the overall level of services for children in local authority areas (known as Joint Area Reviews), further education Initial Teacher Training, and publicly funded adult skills and employment based training.