At Ribbon we aim to stimulate a child’s curiosity in finding out why things happen in the way they do. We teach methods of enquiry and investigation to stimulate creative thought. Children learn to ask scientific questions and begin to appreciate the way in which science will affect the future on a personal, national and global level. We want our pupils to: ·
think independently and raise questions about working scientifically and the knowledge and skills that it brings
be confident and competent in the full range of practical skills required to plan and carry out scientific investigations
demonstrate excellent scientific knowledge and understanding supporting them to solve problems and report scientific findings
undertake practical work in a variety of contexts, including fieldwork.
be passionate about science and its application in past, present and future technologies.
Our children are naturally curious and we encourage this inquisitive nature throughout their time with us and beyond. We recognise science as a tool that fosters a healthy curiosity in children about our universe and promotes respect for the living and non-living. We ensure that ‘Working Scientifically’ skills are progressively built upon and develop throughout the school so that each child can use equipment, conduct experiments, build arguments and explain concepts confidently and continue to ask questions and be curious about their surroundings. It is of paramount importance that science is accessible for all of our pupils.
Our Science Overview
Our Science Overview outlines the essential details to ensure full coverage of the National Curriculum whilst providing our teachers with the tools required to support the development of enthusiastic scientists. These details include: –
progression of teaching topics
identification of scientific skills to teach
prioritised knowledge to know, understand and apply to findings and explanations.
Our progressive, sequential curriculum has purposefully been designed to plan interesting and accessible science lessons where children can engage and interact with the world we live in. It is important at Ribbon that when learning and practising science children are able to articulate what science is and can clearly differentiate between the skills scientists require from the science knowledge that they know and have retained, whilst broadening their vocabulary. Our Educational visits programme is utilized to enhance learning in science, and create wonder and curiosity around the subject.
Our provision ensures children develop broadly in science by developing specific working scientifically skills through the support of our ‘Enquiry Superheroes’:
Pattern Man (Supports children to spot patterns)
Scrutin-Eyes (Through observing over time, carefully supports children to watch for change or no change)
Roger Research (Through varied sources and strategies, supports children to find out the facts)
Fair Flo (Ensures that comparative testing is kept fair through carefully measured variables)
Commander Classify (Supports children to identify, classify and group)
Children are encouraged to ask their own questions and be given opportunities to use their scientific skills and research to discover the answers. This curiosity is celebrated within the classroom. From these questions, children make hypotheses, test out ideas and learn from their findings to be able to apply them in new contexts.
‘Early Years leaders and staff are expert in using their knowledge of what children can and cannot yet do to sharpen their planning and focus their teaching.’
‘Ribbon are doing a fantastic job.’
‘School are there when needed whether it’s for support or a chat. They are constantly checking how kids are getting on.’
‘Communication systems between classroom and
additional support staff are good and mean that these pupils have access to the
full range of the curriculum suited to their needs.’
‘My son loves the interaction with his teachers. Thank you all so very much for your hard work and dedication.’
‘School and staff should be commended for their quick shift and quality of what’s being communicated with the children.’
‘The teaching of phonics is a strength.’
‘Children settle well when they enter Ribbon Early Years, communication between home and school is good.’
‘The quality of teaching across all subjects continues to improve.’
‘Children get off to a flying start at school. They are happy and safe and increasingly independent, and
yet aware of others.’
‘We are so grateful to all the effort the teachers are putting in.’
‘Ribbon monitor the progress and well-being of pupils who have special educational needs and/or disabilities carefully. Expectations for these pupils are high. As a result, they make generally good progress from their starting points.’
‘Staff and the governing body take safeguarding responsibilities very seriously. There is a culture of safeguarding at the school.’
‘There is clear evidence that you and your staff’s ongoing work to improve the depth of pupils’ mathematical understanding across the school is working.’
‘School have done a fantastic job in all areas.’
‘Pupils are taking more responsibility for their own learning as they move through Key Stage 1.’
‘The learning environment, both inside and out, is stimulating and attractive. Staff are skilled in ensuring that children develop their independence as learners who enjoy exploring the world.’
‘The governing body knows the school and the local community very well.’
confident that their children are happy, safe and well taught.’
‘All support and communication is brilliant’
‘Disadvantaged and most-able children are making particularly good