Subject Co-ordinator Detailed Evaluation Report.
Subject: Science
Date: 28 th May 2012
Author of Report: Cal Gemmill
Scope of the evaluation
Monitoring and evaluation of science in Ysgol Pen Coch took place over three days at
the end of the first half of the summer term.
Sessions were observed across all ages and with pupils of all abilities. Eight classes in
total were observed. Each year group has a mix of PMLD, SLD and MLD within the
class. Most classes were observed for whole sessions and some classes were revisited
to observe the development of learning. Observations took place in class sessions and
offsite at the Eco Centre.
Notes and photographs were taken during observations. Teachers, TA’s and pupils
were interviewed and comments recorded.
Teachers were asked to provide planning documents and lessons plans for the session.
3 samples of levelled work showing the range of abilities were collected from each
class.
Schemes of Work
Foundation Phase
Science in the Foundation Phase is planned as part of a four year rolling programme.
This ensures all skills and concepts are covered. It also facilitates greater continuity
and progression.
The necessary balance between structured learning, child initiated and that directed by
practitioners can be maintained in this scheme.
Much of the science provision in foundation phase is ongoing within the classroom
environment.
Material to support Science within each topic is drawn from the Welsh Assembly
Government ‘Framework for Children’s Learning for 3 -7 year olds in Wales, and
short term planning links in with current topics and these are chosen to coincide with
the adjoining mainstream school next door to the site. Scientific themes and skills are
also taught through specific ‘Focus weeks’
Key Stage Two
Key Stage 2 follows the Flintshire scheme of work which is topic based and covers
twelve modules over four years. This term the topic is ‘Wild Things’.
Although not all topics are ‘science ‘orientated all classes teach science on a weekly
basis. Science themes and skills are also taught through specific ‘Focus Weeks’
Teaching Strategies
Throughout the observations a range of different teaching strategies were used
effectively to meet the needs of individuals and groups.
Foundation phase made excellent use of directed time followed up by enhancing with
the continuous provision. For example, Nursery class had a directed circle time on
testing which objects ‘stayed on top of the water’, and which objects ‘went to the
bottom’. These items were then added to the water area and the children made great
use of them during exploratory play.
Red class began their session with a directed activity based on making a boat to get
Percy The Park Keeper home. This again was followed up with enhanced provision in
the water area looking at which objects would make the best boat. The children then
elected to experiment with items floating and sinking during their continuous
provision.
Green Class used a directed story activity based on Jack and the Bean Stalk where all
the children planted sunflower seeds.
Yellow class had a carousel of individual activities which the children rotated around
and all were able to engage at their own level.
Key Stage Two were making use of practical investigations focused around
minibeasts.
Most classes observed had been using the Eco Centre which is an off site science
resource at Padeswood. The nurture group made use of the green space within school
grounds. The PMLD class although not observed on this occasion had made use of a
range of localities offsite including; Wepre Park; Flint Castle, the local park and the
Gwynedd Field. The use of these offsite facilities really enhanced the opportunities
for meaningful investigations for the children and focussed their attention to excellent
skills based research.
All lessons observed began with introductions and in every session there was effective
use of questioning to establish children’s prior knowledge and recap on previous
sessions.
Teaching in all sessions demonstrated a good professional knowledge of the skills
appropriate to effective science teaching and learning. For example all sessions had a
theme for investigation and children were asked to make predictions before they
started.
Throughout the school a multi sensory approach was used. This helped make the
lessons accessible and engaging for all pupils. During the observations it was
noted that children benefited greatly from well resourced stimulating environments
both on and off site.
Children were given a variety of alternative and augmentative communication aids
during sessions including; use of the Big Mac, Jelly Bean switches, communicate in
print symbols, Makaton, BSL and PEC’s.
All lessons observed had a plenary involving either checking what actually happened
compared to the prediction made at the start of the lesson or summing up the
experiences children had during the practical activities they took part in.
Self evaluation took place using the traffic Light system and direct questioning.
The Eco Centre provided excellent opportunities for first hand study of the
environment. The site appears to be well resourced for studying the environment and
there is much to see and do. The totally practical aspect of these sessions makes areas
of the Science curriculum very accessible for the group of students that visit.
There were also some excellent links made to other subjects such as data handling in
maths, art and DT. One class designed and made their own fantasy mini beasts.
Use of TAs
All lesson plans included detailed information for TA’s. 1:1 support staff where given
clear information on the learning outcomes for the sessions observed. This allowed
effective use of TA’s when involved in group work, (by asking appropriate open
ended questions to keep children on task and engaged in the activity). This was
backed up by detailed planning, good knowledge of pupils and adequate staffing
levels. TA’s were also seen to record pupil progress and took photos of pupils during
activities.
Use of ICT
There was excellent use of ICT in sessions observed. It was evident that ICT had been
used in prior sessions. In one Key Stage Two class there was an interactive power
point presentation that the children were adding to weekly as part of their recording,
and was an ongoing part of the science lesson. This made a useful introductory and
summing up focus of the lesson whilst giving the pupils ownership of the project.
In another class the pupils had used the internet to research fact sheets about insects,
whilst another group searched for pictures of different types of insects and sorted
them into groups.
A foundation phase class used a drawing programme to make a Mr Potato head
bacteria. Another class used relevant pictures to focus the children’s attention on key
aspects of the session and to introduce and review vocabulary.
All children were able to access ICT being used either through conventional methods
or using the Jelly Bean switches or remote switches.
Pupil Attainment
During the plenary sessions staff reviewed the objectives set out in lesson plans. It
was evident in all observations that there were clear learning objectives and sessions
were structured to give pupils maximum potential to achieve those objectives.
Children showed good understanding by being able to answer questions using their
own language.
Pupils who had made the PowerPoint presentation were able to stand up and
confidently talk about the things they had found out about minibeasts during their
investigations.
One key stage two class was using a key system to identify minibeasts and children
were able to use the key to identify snails and woodlice.
In all sessions observed pupils were clearly and appropriately praised for their
involvement in the sessions and when questioned children seemed very aware and
proud of their achievements.
Pupil attainment was assessed weekly to inform planning for the next session and then
formally at the end of the topic. Objectives were seen to be linked to National
curriculum B 2 , or foundation steps.
All assessment were backed up either by evidence of pupils work or learning
snapshots.
Some classes recorded B2 on the data base although it is not part of school policy
requirements to do so.
Evidence of progress within and across key stages
The new schemes of work used for planning provide a framework that ensures all
areas of the Science Curriculum are being met and gives opportunities for continuity
and progression.
Records of pupils’ work in the pupil assessment files clearly shows progression since
starting at Ysgol Pen Coch.
Throughout the monitoring and evaluation the children were continually
demonstrating skills specific to Science such as investigating and whilst this is
recorded in the pupils’ files it would to be useful information on in the B2 data base.
Current subjects being monitored using B2 do not assess these skill areas as
effectively as Science. In the long term the ‘Gap analysis’ using the B2 package will
provide data on progression.
Assessment, recording and reporting
Objectives are written each term for each pupil using the Schemes and at Foundation
phase and KS 2 there are expanded learning outcomes available for teachers to use.
All teachers plan the term’s lessons on planner sheets and informal evaluations of
progress observed are noted on these. These are evaluated at the end of the term and
the evaluations are used to inform future planning.
Foundation phase and some Key Stage Two classes use floor books. Some Key Stage
Two classes are now keeping digital floor books. Work is also commented on and
shown in some class files on the Website.
Examples of work and photographs are kept and annotated and a sample containing a
P level/NC level is kept in each pupil’s portfolio of evidence. A summary of the
modules taught and progress made is written in the Annual Report to parents.
There are also end of key stage teacher assessments. Examples of levelled moderated
work is kept in the science subject file in the PPA room.
Parents are given detailed curriculum information at the start of each term and receive
a report on pupil progress at annual reviews and verbally during parent’s evenings.
As mentioned earlier due to the unique skills shown in Science and the aptitude of
many of YPC cohort for demonstrating theses skills it would be worthwhile
considering whole school input into B2 for this subject area.
Resources
Most teachers were using everyday resources that were familiar to the children as is
appropriate to at this level.
Many of the resources taking up space in the resource room are not being used and are
not of use to science at Ysgol Pen Coch.
Currently there is a good range of resources necessary for habitat study at the ECO
centre. Questions need to be raised as to who is responsible for cataloguing and
maintaining these. It is important these are available to all pupils for years to come.
YPC do have data loggers, microscope cameras and digital blue cameras that were not
being used during this series of observations. When asked most staff said that they did
not know how to use them. These are valuable resources that would be beneficial to
our pupils.
Training needs
Many staff felt that they would like training on Data Loggers, microscope cameras
and digital blue cameras.
Some staff also said that they had limited experience of recording the scientific
process.
Training on delivering the skills of Science from the LEA Science advisor may help
address this issue.
Progress since the last monitoring and evaluation report
Both foundation and Key Stage Two have excellent long term schemes of work that
allow for continuity and progression.
There seems to be a much more confident approach in teaching Science in general.
Excellent use was being made of everyday resources and items such as book bags
were invaluable starting points for many areas of investigation.
All sessions demonstrated a multisensory approach to teaching and learning had been
adopted throughout the school. This opened up the subject for all learners.
All pupils with communication difficulties were given appropriate means to
communicate and participate in all sessions observed.
There has been a considerable improvement in the teaching of the skills of science
most notably those associated with enquiry.
More session’s demonstrated child led investigations and some excellent process
skills were being used.
There is greater evidence of links with other subjects.
Summary of new recommendations

To ask all staff to take and store resources they want to their rooms and leave a
record of what they have taken in a location index to be left in the resource
room.

Offer redundant resources to science consortium group.

Further investment into resources should be in items such as book bags that
can be used as a starting point for Science link, but also provide value to other
subject areas.

To give staff inset on using data logger and USB microscope and digital Blue
camera.

To give staff inset on Data handling (to include ways of recording as a group).

To adopt a whole school policy to inputting science data into B2