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Press release: Ofsted finds science improving in secondary schools

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The quality of science education has improved over the past three years but there are areas that need further improvement, particularly in primary schools, Ofsted reports today. Ofsted’s report, Successful science, also highlights best practice and it is clear that the best science education has scientific enquiry and other aspects of ‘how science works’ at its heart.

Findings from Ofsted’s report Successful science will be presented at today’s Association for Science Education Conference. The findings are based on an evaluation of the strengths and weaknesses of science in 94 primary schools, 94 secondary schools, two special schools and 31 colleges visited between 2007 and 2010.

Secondary schools in particular have shown an improving trend in the provision of science. The introduction of the new separate science GCSEs of biology, chemistry and physics in 2006 resulted in a greater number of courses being provided to meet the needs of all students. In 2010 around 12,000 more students than in the previous year were awarded grades A* and A at GCSE in each of the three separate sciences, an increase of 24 per cent.

Achievement in science was either good or outstanding in just over two thirds of the schools visited. In both primary and secondary phases, teaching was at least good in around three quarters of the schools visited, but there was more outstanding provision in secondary schools compared to primary schools.

Of the 31 colleges visited, science was good or outstanding in 15; satisfactory in 11 and inadequate in five. No other post-16 curriculum area in colleges was judged to have such a high proportion of unsatisfactory provision.

Her Majesty’s Chief Inspector, Christine Gilbert said:

'Science is an important subject and when it is taught well, it raises pupils' knowledge, understanding and enjoyment of science. It is encouraging to see improvements in the quality of science education. However, it is important that teachers who still lack confidence in scientific enquiry are supported with sufficient professional development to improve their subject knowledge.

'This report highlights what the best schools are doing to ensure science courses prepare pupils for continuing education, training and living in a technological society. This should be a stimulus to better practice and improvement.'

There has been rapid development of vocational programmes over the past three years, which has had a positive impact on the motivation and achievement of students less suited to study academic courses. However, some of the schools visited by inspectors used vocational courses too extensively, which restricted students’ later opportunities to study science at A-level and beyond. In 2009 the proportion of students studying the three sciences at GCSE who then pursued A-level science courses was 46 per cent. For those studying GCSE double science it was 9 per cent and for those studying the BTEC or GVNQ equivalent to two GCSEs it was 1 per cent.

The situation for primary schools is slightly less positive than for secondary schools. This reflects less effective professional development in primary science, which means some teachers do not have the necessary understanding of scientific enquiry skills and physical sciences. Although pupils’ progress in science was good or outstanding in 70 per cent of the primary schools visited, a lack of specialist expertise limited the challenge for some more able pupils.

The best science lessons were well planned and featured high levels of engagement, careful monitoring by teachers of their pupils’ understanding and progress, effective questioning and a clear progression of ideas.

The report recommends that primary schools ensure their teachers have good opportunities to extend their knowledge, understanding and skills in science to improve their confidence in teaching it. Secondary schools and colleges are being urged to use practical work to develop the students’ understanding and skills and to engage them. They should provide pupils with advice and guidance about curriculum choices which have clear progression routes into good quality post-16 education and training.

Notes for Editors

1. The report Successful science can be found on the Ofsted website at  www.ofsted.gov.uk.

2. Ofsted presented the report findings at The Association for Science Education (ASE) Conference at Reading University on Friday 7 January.

3. The Office for Standards in Education, Children's Services and Skills (Ofsted) regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection.

4. Media can contact the Ofsted Press Office through 020 7421 6574 or via Ofsted's enquiry line 0300 1231231 between 8.30am - 6.30pm Monday - Friday. Out of these hours, during evenings and weekends, the duty press officer can be reached on 07919 057359.
 

Associated resources

• Successful science

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