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Getting Our Bearings: Improving Geography in Schools

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By Jack Winterburn

In September 2023, Ofsted research and analysis published their subject report on Geography in schools. 

Key findings

Since Ofsted’s previous subject report, a noticeable improvement in curriculum planning has taken place. Knowledge and skills are now better sequenced to enable students to build their learning. 

Yet in secondary schools, content was often taught as laid out in the exam specification, making it difficult for students to make connections.  

In early years, there has been a development in students’ geographic knowledge. However, in primary schools, geography is often being lost in cross-curricular ‘topic’ approaches. In secondary schools, the report noted that geography at Key Stage 3 often lacked challenge or was not subject specific.  

Furthermore, the opportunities for developing fieldwork skills are still lacking across key stages. 

Recommendations

Several recommendations to ensure high-quality geography education from the report can be summarised as follows:

  1. Ensure the curriculum is sequenced at all key stages enabling the effective transition into new content
  2. Consider the prior knowledge needed to access more complex ideas/concepts
  3. Consider how pupils will build knowledge over a series of topics and apply concepts to different scenarios
  4. Identify misconceptions and plan strategies to overcome them
  5. Teach fieldwork skills – collecting, presenting, analysing, and evaluating data

What can we learn from this?

As practitioners, we often overlook the importance of sequencing content and how building knowledge and skills is vital in developing our students into successful geographers. 

Without consideration of the prior knowledge needed to access complex ideas, we are setting our students up to fail by expecting them to ‘run before they can walk’. 

Taking time to reflect on what went well when teaching a topic and what felt more difficult can help us to sequence the content in a way which best supports our learners. 

It also enables us to consider the misconceptions our students face, why they have them, and pre-empt similar misconceptions in the future. 

We must also learn to take more risks. To some, the thought of leading fieldwork feels daunting. But a well-planned fieldwork session can allow students to gain invaluable experience that cannot be replicated in the classroom. As a geography network, we have discussed the importance of fieldwork and strategies to embed this in primary schools. 

This report highlights that the teaching of geography is making progress in the right direction. As a trust, to further improve we must reflect on the learning experiences our students have and what we can do to make their learning journey more interconnected.  

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Mastering the Basics: Elevating Spelling, Punctuation, and Grammar in Primary and Secondary Education

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By Mia Sneyd

Strong language skills are the foundation of effective communication, and mastering spelling, punctuation, and grammar is crucial for pupils to transition onto their next steps in education and beyond. The EEF outlined its recommendation for improving literacy, and in both the primary and secondary recommendations it states: “Teaching spelling, grammar and punctuation explicitly can improve students’ writing, particularly when focused on meaning”. Yet where pupils struggle to grasp SPaG, writing fluency and accuracy suffer. So, how can we embed SPaG teaching into our lessons?

 

Engaging Learning Activities for Primary Schools:

In primary , it’s essential to make learning language skills enjoyable and interactive. Utilise games, puzzles, and interactive activities that not only teach spelling, punctuation, and grammar rules but also encourage creativity. Spelling bees, word-building games, and storytelling sessions can ignite young minds while reinforcing language fundamentals.

Visual Aids and Mnemonics:

Primary pupils often benefit from visual aids and mnemonics. Incorporating colourful charts, posters, and mnemonic rhymes to help them remember spelling rules, punctuation marks, and grammatical concepts is useful. These visual aids create a memorable learning experience and serve as handy references in the classroom.

Personalised Feedback and Positive Reinforcement:

Provide personalised feedback on written work, highlighting areas for improvement in spelling, punctuation, and grammar. Positive reinforcement, such as praising correct usage or improvement, boosts pupils’ confidence and encourages them to actively participate in language-related activities. Be sure to check your school’s policy on feedback to check that your strategies are aligned with whole school approaches.

Interactive Digital Tools for Secondary Schools:

As students progress to secondary education, integrating technology becomes crucial. Digital tools like Grammarly, Hemingway Editor, and interactive grammar apps allow students to receive instant feedback on their writing, helping them refine their language skills independently.

Peer Review and Collaborative Learning:

Foster a culture of peer review and collaborative learning in upper secondary schools. Encourage students to exchange and critique each other’s written work. This not only sharpens their spelling, punctuation, and grammar skills but also promotes a collaborative approach to language improvement.

Incorporate Real-World Examples:

Relate language skills to real-world examples to show students the practical application of spelling, punctuation, and grammar. Analyse newspaper articles, blogs, or professional writing samples to demonstrate how effective language usage contributes to clear and impactful communication.

Grammar Workshops and Writing Clinics:

Conduct regular grammar workshops and writing clinics to address specific challenges pupils may face. These sessions can provide targeted support on common errors, allowing pupils to refine their skills.

By implementing a combination of engaging activities, visual aids, technology integration, collaborative learning, and real-world applications, we can create an environment that nurtures strong spelling, punctuation, and grammar skills. Investing in these language skills not only equips pupils for academic success but also prepares them for effective communication in their future lives. To master the language basics, we empower pupils to express themselves clearly and confidently, setting the stage for a lifetime of effective communication.

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New Guidance on Improving Primary Science: What Can Primary Schools Learn From It?

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By Dr Waheed Khan

In spring 2021 and 2023, the DfE published the findings of two Ofsted Research Reviews on the teaching of science which established the ‘conception of subject quality’ through an evidence-based approach. The main findings of the Ofsted review were:

‘A high-quality science education is rooted in an authentic understanding of what science is.

‘A high-quality science curriculum prioritises pupils building knowledge of key concepts in a meaningful way that reflects how knowledge is organised in the scientific disciplines.

‘…science curriculums should be planned to take account of the function of knowledge in relation to future learning.’

In autumn 2023 the Education Endowment Foundation published new guidance on Improving Primary Science that built on Ofsted Research Review notions. The belief is that high-quality primary science teaching builds pupils’ curiosity and critical thinking, helping them to build a coherent understanding of the world around them. It’s also crucial for social mobility, by opening children’s minds to the opportunities they could pursue in later life.

The report suggests six practical recommendations, about how to make meaningful improvements to primary science teaching. So what are the six practical recommendations and how can primary science leads implement them?

The six recommendations to make improvements to existing science provision are:

  1. Develop pupils’ scientific vocabulary,
  2. Encourage pupils to explain their thinking, whether verbally or in written form,
  3. Guide pupils to work scientifically,
  4. Relate new learning to relevant, real-world contexts,
  5. Use assessment to support learning and responsive teaching,
  6. Strengthen science teaching through effective professional development as part of an implementation process.

The effect of vocabulary gaps on pupil learning is already known particularly in reading and comprehension, with research available to support teaching vocabulary in tiers. The EEF recommendation for improving teaching in primary science is rooted in this research, suggesting that teachers focus on teaching not only tier 2 and tier 3 vocabulary words but also on polysemous words, i.e. ‘words that have an everyday meaning and a scientific meaning’. This is crucial given that many scientific words are abstract and may also have dual meanings. The report also recommends that pupils are taught these words in context therefore allowing pupils to not only know the words but use them accurately and in context.

What our Trust schools can learn from the EEF report is to seize opportunities to improve the use of scientific vocabulary teaching of science, in particular polysemous words, i.e. ‘words that have an everyday meaning and a scientific meaning’. This focus may well become a feature on your school’s action plan and as a science network we’ll try to suggest ways that you might address it. The link for the EEF Improving Primary Science is here

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Igniting Creativity & Innovation: Design and Technology in the Primary Classroom

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By Charlotte Hughes

In today’s rapidly evolving society, fostering creativity and innovation in young minds has never been more crucial. In primary education, Design and Technology plays a transformative role in, inspiring young learners to become problem-solvers, critical thinkers, and future innovators.

‘Design and technology is an inspiring, rigorous and practical subject… Pupils learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens.’  National Curriculum 2014

The Importance of Design and Technology in the Primary Classroom:

Design and Technology is not just about creating cool projects; it’s a holistic approach that encourages students to think critically, solve problems, and unleash their creative potential. Effectively integrating D&T into the primary school curriculum helps children develop essential skills that will serve them well in the ever-changing and developing world we live in today. Let’s look at four key areas we can develop within our planning and teaching of Design and Technology:

1. Problem-Solving Skills

Design and Technology projects provide opportunities for students to identify problems, brainstorm solutions, and bring their ideas to life. From designing a simple machine to solving real-world issues, primary school children learn to think critically and logically. Our aim in the primary classroom is to provide learners will the opportunity to analyse existing products and find their own solution by creating their own design, such as when making a bridge.

2. Unleashing Creativity

Design and Technology empowers students to express their creativity. Whether it’s crafting a unique piece of art or constructing a working model, D&T projects allow children to explore their imaginations and turn their ideas into reality. In the BLPP we achieve this through projects such as making moving Christmas decorations and picnic boxes as well as using electrical systems to design and make intruder alarms.

3. Making Cross-Curricular Connections

Design and Technology seamlessly integrates with other subjects, creating a multidisciplinary learning experience. Students apply mathematical concepts, scientific principles, and language skills while working on hands-on projects, reinforcing the interconnected nature of knowledge and understanding. We ensure that these links are relevant to the point of the curriculum in order to revisit and review learning and embed it within the context of Design and Technology.

4. Real-World Application

By engaging in practical, real-world projects, students understand the relevance of their learning. From building simple structures to coding basic programs, primary school children see how their skills can be applied beyond the classroom. We offer children the opportunity to design and make kites, bridges, moving vehicles and lights, all of which relate to items they are familiar with and can further explore.

Implementing Design and Technology in the Primary Classroom:

With a sound understanding of the importance of Design and Technology in the primary classroom, let’s explore effective ways to implement it in schools.

1. Project-Based Learning

Design and Technology thrive in a project-based learning environment. Teachers can introduce engaging, age-appropriate projects that encourage collaboration and independent thinking. Children can develop their knowledge and skills from an early age and develop this over time building on their knowledge and understanding in the following areas; mechanical systems, electrical systems, structures, textiles and food technology. Within the BLPP schools we do this over a 2-year cycle.

2. Access to Tools and Resources

Schools and classrooms need to be well equipped with the necessary tools and resources, ensuring that students have hands-on experiences. From basic crafting materials, kitchen resources to age-appropriate software, providing access to these resources is essential.

3. Industry Connections

We aim to foster connections with local industries and professionals in relevant fields. Guest speakers, trips, and partnerships with local businesses can provide students with insights into real-world applications of D&T. Our detailed plans ensure that there are links made to designers or producers of products such as James Dyson and Jamie Oliver.

4. Inclusive Learning

It is important that we ensure all of our learning is inclusive and in doing so we need to tailor Design and Technology projects to accommodate diverse learning styles and abilities. This ensures that every student has the opportunity to participate and succeed, fostering a sense of inclusivity within the classroom.

Conclusion:

Design and Technology in primary schools lays the foundation for a future generation of innovative thinkers and problem-solvers. By embracing the creativity and curiosity inherent in every child, we can ignite a passion for learning that extends far beyond the classroom walls. Let’s continue to nurture young minds, preparing them to meet the challenges of the future with confidence and inventiveness.

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The Importance of Number Sense

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By Joseph Kennedy-Ronan

Number sense is a critical aspect of mathematical fluency and understanding, encompassing an intuitive grasp of numbers and their relationships. It goes beyond rote memorisation of procedures and involves a deep comprehension of numerical concepts. Understanding numbers is like giving students a backstage pass to the maths concert. It’s not just about feeling confident with numbers; it’s about building a relationship with them. Number sense is the VIP ticket that lets students speak the language of Mathematics.

Developing this skill early on is like laying the foundation for a solid understanding of more complex concepts down the road. It’s a crucial developmental skill that acts as a compass in the mathematical journey, ensuring students navigate through the subject with clarity. Klein and Starkey (1988), prominent psychologists, observed that humans possess an innate sense of number from birth; however, a prevalent concern conveyed by educators is the challenge faced by their students in grasping number sense, prompting a collective aspiration to enhance this foundational skill among young learners.

Here’s how number sense impacts mathematical fluency and ways learners can develop it:

  1. Understanding of Numbers, Symbols, Meanings, and Vocabulary: Students with strong number sense not only recognise numerals but also understand their meanings and the symbols used to represent them. This foundational understanding includes a grasp of mathematical vocabulary.
  2. Awareness of the Relationship between Quantity and Numbers: Number sense involves an intuitive understanding of the relationship between the quantity of items and the corresponding numbers used to represent them. This awareness lays the groundwork for more advanced mathematical concepts.
  3. Visualisation and Comfortable Conversation about Numbers: Strong number sense enables students to visualise numbers in various contexts and converse comfortably about them. This visual and verbal proficiency contributes to a deeper conceptual understanding of numbers.
  4. Number Decomposition and Composition: Students with good number sense can break numbers down into smaller components and reassemble them in different ways. This flexibility in manipulating numbers reflects a deeper understanding of numerical relationships.
  5. Understanding Different Representations and Number Patterns: Number sense extends to recognising and understanding diverse representations of numbers, including number patterns and the identification of missing numbers. This skill involves a more abstract and generalised understanding of numerical concepts.
  6. Engagement in Systemic Counting and Mental Computation: Systemic counting involves understanding the structure and order of numbers, while mental computation reflects the ability to perform calculations mentally. Both skills are indicative of a strong number sense, showcasing flexibility and efficiency in mathematical thinking.
  7. Competence with Mathematical Operations: Beyond basic arithmetic, students with strong number sense exhibit competence in mathematical operations. They understand the relationships between addition, subtraction, multiplication, and division, allowing for a more comprehensive understanding of numerical operations.
  8. Application of Math to Real-World Problems: Perhaps one of the most crucial aspects, strong number sense empowers students to apply mathematical concepts to real-world problems. This ability to relate math to daily life experiences enhances the practicality and relevance of mathematical learning.

Strategies to Develop Number Sense:

  • Engage learners in manipulative activities using physical objects to represent numbers. This helps build a concrete understanding of numerical concepts.
  • Use visual aids like number lines, charts, and diagrams to represent mathematical relationships. Visualising numbers helps learners internalise abstract concepts.
  • Present learners with open-ended, real-world problems that require critical thinking and application of mathematical concepts. This encourages them to think beyond procedural approaches.
  • Incorporate math games and puzzles that involve number manipulation. Games make learning enjoyable and provide a context for applying number sense.
  • Conduct short, daily number talks to encourage discussions about numbers, patterns, and strategies. This helps learners articulate their mathematical thinking and learn from their peers.
  • Foster estimation skills by asking learners to estimate quantities before solving problems. This helps develop a sense of the magnitude of numbers.
  • Encourage learners to reflect on their problem-solving strategies. This metacognitive approach helps them understand their thinking processes and refine their approaches over time.

By focusing on these strategies, educators can nurture learners’ number sense, fostering a deep and meaningful understanding of mathematics that goes beyond memorisation and promotes true mastery of the subject. Bear in mind, dear educators, that the magic of number sense isn’t an overnight enchantment; it’s more of a slow-cooked stew that simmers and gets richer over time. So, sprinkle some math fairy dust by offering young minds ample chances to understand numbers.

Counting isn’t just a chore; it’s a treasure hunt, and the more treasures (numbers) students discover, the merrier their mathematical adventure becomes. Why start this number sense quest early, you ask? Well, it’s like crafting a sturdy castle with a rock-solid foundation. Get those architects working on their number sense, and you’re essentially giving them the blueprint for tackling mind-boggling math challenges in the future. It’s about turning these budding Mathematicians into problem-solving wizards. So, let’s nurture that number sense, to unleash a legion of Maths maestros ready to conquer whatever challenges the numeric universe throws their way!

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Technology and Emotional Wellbeing 

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By Scott McHale

As teachers, time is our most precious commodity. Fighting the barriers that come with fitting in 14 subjects, as well as marking, assessing and planning, can sometimes leave us chasing our tails. That being said, we always try our best to find that time to check in with those that need us the most – our students. However, we can’t always give as much time to this aspect as we would like. 

In my last blog, I spoke about how technology can be one of the greatest innovations within a classroom, looking at how, when used with a purpose, technology can greatly increase a student’s experience. This applies to learning within the classroom but can also directly relate to emotional intelligence and wellbeing. Imagine using technology to be able to check in with all children within your classroom in an instant each morning. Imagine making emotional wellbeing the focus to the start of each and every day. 

Over the last two months, children within one year group have been using technology to do just this, and we’ve had some incredible results. Each morning, children in Year 5 have been coming in and logging onto YouHue, an online platform designed to support the emotional wellbeing of children within your class. Here they are able to communicate directly with their teachers each morning. It’s like the old lollipop stick in the jar or the smiley face on the zones of regulation, but private and more detailed. This information is then logged for the teacher to check. It also sends notifications should keywords be used in a child’s description directly to the linked adult’s email. This then allows incidents, worries or concerns to be picked up throughout the day.

‘It has allowed me to recognise who is coming in happy all the time and notice patterns such as children coming in tired. This has helped me facilitate conversations with parents and record appropriately.’  Year 5 teacher

It also supports those who feel less confident talking directly to an adult about issues, picking up concerns that may cause behaviours to trigger, before they become a bigger worry for the child. 

‘It has mostly built this really beautiful culture where the children know we care. They know the first thing we want to do each day is to check in and see how they are. I truly think it’s a great tool that I will use in every class in the future.’  Year 5 teacher

The programme doesn’t just flag should there be an alarming key word, but also tracks emotions over time, both as a class and as individuals. 

           

Overall, this is a tool that works with the school day to help support the wellbeing of our students, allowing the adults in school to target those in need more effectively and precisely. 

www.youhue.com 

 

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Marking and Feedback in Art and Design

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By Laura Barraclough

In 2018 The NSEAD launched an enquiry into the effective use of marking and feedback in Art and Design Sketchbooks. This guidance, written by Ged Gast, (a former NSEAD president), provides some good practice examples on adding feedback in sketchbooks. Although these are mainly in Secondary settings, these examples show the expectation for secondary and as such, a similar approach to marking may be adopted in the Primary settings.

The paper considers how to establish an ethic of excellence and provide verbal feedback. Gast also considers the frequency of: marking, grades and marks; ‘Deep Marking’; strategies to reduce marking; and the importance and pitfalls of peer marking.

Assessment

When assessing art, it is important for teachers to design assessments which reflect the subjective nature of art, whilst also giving feedback which is valid and reliable. Self assessment allows children to think critically about their own work and assess their art against the learning objectives/ expected outcomes for that session.

Marking and feedback

Marking and feedback in sketchbooks should address the LO/ success criteria of the activity and praise pupils’ creative work. It is important to note that the comments may not be written on the artwork itself but on a post it note, feedback form, pre – printed stickers or additional sheet. Marking directly into a student’s sketchbook can sometimes interfere with their artwork and so thinking carefully about where to place comments and marking can contribute to an ethic of excellence (Ron Berger, 2003).

Formative assessment in art provides in the moment feedback to pupils. It supports pupils in the immediate task and allows children to check whether they have applied the skills they have learned. It also allows teachers to assess which component knowledge has been acquired (Marc Hayes, 2022). Feedback should focus on quality improvement and ‘next steps’ in a child’s learning journey.

Ethic of Excellence

An ethic of excellence is fundamental for successful art outcomes and assessment in schools. It is the way in which pupils reflect upon their own work and how they value the work they have produced. Children should critically reflect and continuously ask the questions- is this meeting the learning objective? Is this good enough? Would I feel comfortable handing this piece in? Ron Berger, 2003 suggests that this should be the most important assessment goal for schools to establish. Children should feel proud of the work they produce and reflect critically on its qualities.

Using the concept of an Ethic of Excellence, teachers should collaborate with students to help set out the expected standard for art and then discuss what is expected from each session to ensure children have a benchmark to work towards. Visual examples (WAGOLLS) can be used to help guide pupils and also define a success criteria.

Feedback at the back of a sketchbook

Feedback at the end of a unit of work can allow for a more in depth comment to be made by the teacher assessing the work. It can summarise the skills learned over the course of a half term/ term and encompass all of the young person’s learning. It also avoids writing over/ damaging a child’s artwork in their sketchbook by adding comments.

It is important to consider that if this method of feedback is adopted with your class/ setting, this may be a more time consuming task for teachers and educators as it requires them to look over all of the unit before making their assessment judgements and feedback.

Feedback in sessions

Alternatively, some teachers may opt to use post it notes, treasury tag notes and stickers that are placed on/ during each session for children to summarise their thoughts and opinions on their work. This also allows teachers time to reflect upon the success criteria for that lesson and give any constructive feedback to inform future artwork creations.

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Supporting Reluctant Writers

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By Adele Lowery & Mia Sneyd

Writing provides children with a vehicle to express who they are as people and to actively engage in daily life. Writing makes children’s thinking and learning visible and permanent. It provides children with opportunities to explain and refine their ideas to others and themselves.

Primary Data 2023
– 73% of pupils met the expected standard in reading (down from 75% in 2022)
– 71% of pupils met the expected standard in writing (up from 69% in 2022)
– 73% of pupils met the expected standard in maths (up from 71% in 2022)

Why do we think writing is the lowest out of the three subjects in Primary? What are we doing about this and how can we support our reluctant writers?

Findings from the National Literacy Trust’s 2023 Annual Literacy Survey, exploring children and young people’s writing enjoyment at school and in their free time, show that enjoyment of writing for children aged 8 to 18 is at one of the lowest levels they have evidenced since 2010.

Reluctant writers are usually reluctant and lack enjoyment because they find writing difficult. The reason writing is difficult for them and how to support them can vary.

The Importance of Automaticity

Writing is a highly complex process that requires certain skills to be performed automatically (without conscious thought) to be successful. Each person only has a certain amount of cognitive energy. In order to successfully write, we need to be able to perform a number of tasks simultaneously. When we can only think about one thing at a time, we need to develop some of these tasks to automaticity to give our full attention to the most important parts of writing. That is language and delivering a meaningful message.

Areas of Difficulty that impact on automaticity

Handwriting: When children are spending cognitive energy figuring out how to form individual letters, they are not able to think about:
• Spelling
• Sentence structure
• Language choices

This can result in a very frustrating writing experience. Handwriting is a vital skill to learn for all ages. Handwriting needs to be taught as every time a child writes a letter incorrectly, that further establishes poor habits.

Spelling: When children do not know how to spell effectively, they will use less complex
vocabulary or write less than they are capable of. Phonics instruction helps children to understand the relationship between sounds and letters, facilitating spelling and word recognition. Children need awareness of other concepts such as morphology (including prefixes and suffixes), etymology (the origins of words and how this effects spelling) and other orthographic concepts (knowledge of the patterns in how English is written down).

Memory and Regulation: Many children experience working memory difficulty or issues with self regulation that prevent them from focusing long enough to get ideas down on paper.

What can we do to support these writers in the classroom?

Modelling is an effective pedagogical tool, and none more so than when it comes to supporting reluctant writers to engage with writing. In an article written by Diane Hall, published by The Chartered College, Hall explores the approach to modelling successful writing. To prepare the approach, pupils need to give their undivided attention to the adult ‘live’ modelling. To help prepare for this, Hall removed irrelevant stimuli from around the board and created a minimalist space for pupils to engage with the process. Hall then used think-aloud strategies to communicate the approach she was taking with pupils. This included:
● Using first-person, ‘I’ to model thinking, questioning and decisions
● Re-reading writing to check that it makes sense and modelling decisions made
● Making reference to purpose and audience
● Model contextual inclusion of spellings
● Making considered choices

There is clear rationale for why these strategies work individually and as a collective, they offer a supportive approach to teaching writing that can carefully be scaffolded. Through effective modelling we are able to demystify approaches and strategies to writing.

Reading Comprehension: Reading and writing are closely linked. Encourage regular reading, and discuss stories to improve comprehension skills, which are crucial for effective writing.

Writing Prompts: Use prompts to spark creativity. Encourage children to write stories, journal entries, or poems based on interesting topics. Use picture prompts that either you provide or the student draws to scaffold ideas.

The Writing Process: Teach the writing process, which includes planning, drafting, revising, editing and publishing. Emphasise that writing is a step-by-step journey.

Grammar and Mechanics: Introduce basic grammar rules and punctuation gradually, making lessons age-appropriate and engaging.

Peer Review: Incorporate peer review activities, allowing children to learn from each other’s
work and provide constructive feedback. This also allows children to orally practise sentences so that they have the chance to commit them to memory before writing.

Publishing Opportunities: Create platforms for children to showcase their work, whether through class publications, bulletin boards or digital platforms.

Individualised Instruction: Recognise that children have different writing abilities. Provide personalised support and challenge for children based on their needs.

Incorporate Technology: Allow children to create a voice recording of what they want to write so that they can listen to it as they write. This allows them to skip back and listen as times as they need to get the words on the page.

Set Realistic Goals: Breaking down tasks into smaller, achievable goals. Celebrate small successes to build confidence.

Writing in primary school is more than just a skill; it’s a gateway to self-expression, critical thinking and effective communication. By nurturing writing skills in young children, educators and parents are equipping them with essential tools for success in academics and beyond.

With the right strategies and a supportive learning environment, school can become the stage where young writers blossom and embark on a lifelong journey of self-discovery and creativity.

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Finding the Optimum: The Science Subject Report

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By Dr Waheed Khan

Ofsted published its next report as part of its research review on 2nd February 2023. In “Finding the optimum,” the strengths and weaknesses of science in the schools inspected are evaluated, and a series of recommendations are made.

It’s worth noting that schools in England perform well above global averages in international comparison tests in science. Data from the 2019 ‘Trends in international mathematics and science study’ (TIMSS) shows that Year 5 pupils’ performance was relatively good, and broadly similar to that of pupils in 2015.  However, there is concern that the status of science in some primary schools has remained at a lower level since national tests in science were removed in 2009, and that this has affected key stage 3 performance.

Findings related to primary schools

  • Science was taught weekly in most primary schools. However, in a few schools, pupils had less than one science lesson every week, and occasionally, pupils went for entire half terms without learning science – this is a concern.
  • Pupils took part in whole-class practical activities in a much larger proportion of lessons in primary schools than in secondary schools. Sometimes, practical activities covered too many aspects, and pupils were expected to learn too much disciplinary and substantive knowledge at once.
  • Teachers used stand-alone demonstrations of practical science in very few of the science lessons visited by inspectors. This is a concern, given that practical demonstrations have been shown to play an important role in helping pupils to learn science.
  • Timetabling remains an issue with insufficient time being allocated to enable all the knowledge in the National Curriculum to be covered properly which seems to result in schools focusing on substantive knowledge, at the expense of disciplinary knowledge.

Findings related to secondary schools

  • Many schools started teaching pupils GCSE content at some point during Year 9. However, in most cases, this did not lead to narrowing of the curriculum and topics were retained even though they are not assessed at GCSE.
  • There were some weaknesses in curriculum planning. At times, objectives were too broad. There was also sometimes a lack of time for pupils to practice new content before moving on.
  • Some schools recognised and checked prior learning at KS2, but in other schools, secondary subject leaders did not have a sufficiently clear understanding of what science pupils were expected to know from primary school.
  • In some school curriculums, disciplinary knowledge was not sufficiently well integrated with substantive content. It was treated as a stand-alone block or unit.

The picture the report presents will not reflect the reality of any individual school. Your school’s action plan for science should identify what your school is doing to develop its teaching of the subject which may, or may not, include some of the issues the report identifies.

What our Trust schools can learn from the report are the areas that Ofsted has identified as the most significant opportunities to improve the teaching of science. If they feature on your school’s action plan then, as a science network we’ll try to suggest ways that you might address them.

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Educators Urged To Embrace Creativity at 4th Festival of Learning

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Earlier this month Wellspring held its fourth Festival of Learning, bringing together experts and colleagues from across the trust to share their knowledge and expertise, and be inspired by a range of speakers. 

This year’s festival, which was held online for the third time, kicked off with a thought-provoking keynote speech by Ian Gilbert, founder of Independent Thinking, and a leading voice in the field of education. Ian’s speech focused on the need for educators to embrace creativity and innovation in their teaching practices, and to encourage their students to think critically with curiosity.

Discussing the increasing use of AI and the changing nature of the skills required in today’s workplaces, Ian explained how ‘thinking logically isn’t enough,’ and encouraged teachers to provoke debate and emphasise creative thinking in their students. In a world where Google can teach basic facts, Ian argued that educators have a very different role to play and focus should be on giving students the space and confidence to explore new ideas and perspectives.

Ian’s speech was followed by a series of workshops and discussions, covering a wide range of topics, from teaching strategies for students with special educational needs, to the latest developments in subject-specific areas. 49 different sessions were held throughout the day, and there were 3138 session bookings, with many sessions being viewed by multiple colleagues at their own school settings. 

“Our Festival of Learning just seems to be getting better and better each year, and we’re delighted with how the day went,” said Natalie Hardman, Chief Administration Officer at Wellspring Academy Trust. “It’s been fantastic to see so many amazing education experts coming together to explore new ideas and to share their knowledge and experiences. We’re committed to providing the best possible education for our students alongside continuous staff development, and events like this are an important part of that. “