Trust Projects - Northamptonshire Inspection and Advisory Service (NIAS)
 What is distinctive about this project?
Funding from the Trust has enabled NIAS to provide a level of support to individual schools which is in excess of what could normally be offered. It has enabled some schools to involve all teaching staff in the training programme thus making a significant impact on the quality of science in the schools. The involvement of LEA staff has enabled an integrated package to be put together which is embedded in a school improvement process and linked to development plans. The funding available allowed a more comprehensive audit and needs identification process to be followed in the schools. It also allowed the development of an extended and targeted staff training programme which brought off-site activities together with in-school consultancy and support delivered by an experienced team of advisers.
Overview
This two-year project has been set up by NIAS to support twenty-one rural primary schools in Northamptonshire, most of them with less than one hundred and fifty pupils. Many of the teachers in these schools have been previously unable to participate in science based professional development activities because of their distance from central LEA training and rural transport difficulties.
The LEA, Northamptonshire Education and Community Learning, has provided four advisers/inspectors from its Science Team to give direct support to each school. The adviser has worked with the science co-ordinator and headteacher to carry out a science audit in each school to identify development priorities and has supported the school in setting its own targets for improvement in science. Some targets are qualitative, improving attitudes and confidence for example, but others are sharper, related to increasing performance in National Curriculum tests and assessment over a two-year period. This has dovetailed neatly with the LEA's target-setting strategy for schools.
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Aims
The project's main aims were:
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to improve subject leadership skills of the science co-ordinator
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to improve specialist science knowledge of the science co-ordinator and other teachers
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to improve understanding of scientific investigation, methodology and application of science in everyday life
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to improve pedagogic skills of the science co-ordinator and other teachers
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to enhance resources for science teaching and learning
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to analyse the schools' development needs in science and to take action to promote target setting.
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Costs
Typical costs for one school in Year 1
(Costs are substantially lower in Year 2)
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1. Resources
2. Tutor Costs/Staff Training
3. Supply Cover
4. Consultancy |
£1,000
£2,500
£2,200
£ 500 |
|
Total |
£6,200 |
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Achievements
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Raising scientific achievement (including the proportion at higher levels) of pupils across the age range in 21 schools, where achievement was already high
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Promoting the teaching of scientific enquiry and raising investigative abilities and levels of pupils' interest in science
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Raising the profile of science in each school and maintaining its position alongside numeracy and literacy in the curriculum
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Increasing knowledge and understanding of science and their confidence in teaching science and in using investigative methods
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Contributing to a school culture of improvement, development planning and target setting
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Improving the effectiveness and confidence of science co-ordinators as subject leaders and enhancing their professional status within schools
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Promoting greater involvement of classroom assistants in teaching science and increasing their confidence to do so
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Contributing to greater networking co-operation and sharing in primary science practice across the area, together with better liaison and preparation for smooth transfer at age 11 to three local secondary schools
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Recognition of improving teaching, learning and attainment in published OFSTED reports and whole school improvement effect noted by LEA link inspectors.
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Summary
Each school's training needs were identified and a comprehensive training programme has been organised in response to this. Much of the training has been through units and courses at a central venue in the local market town. Occasionally units have been organised for individual schools or small local clusters to meet specific needs. Many schools have also used the science advisers for specialist consultancy within the school.
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What others say
"Since we have been thinking about science at school I have realised how much fun it is and that I am good at it! It has helped having all this new stuff!"
Lucy, pupil age 10
"Evaluating science lessons with advisers has identified teacher strengths and has allowed us to develop them more - for example, skilled questioning."
Science co-ordinator
"In 1999, 94% achieved level 4 and 60% level 5. We are so proud of the children's success and pleased our efforts have been rewarded. We have exceeded our targets for improvement in a manner we could not have imagined, giving tangible proof that the AstraZeneca Science Teaching Trust project has worked."
Headteacher
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Developing subject leadership skills
A key objective for the NIAS Science Team is to provide high quality professional development of science co-ordinators. This is aimed at updating their own professional knowledge and understanding, developing their ability to lead and support colleagues and improving their ability to evaluate the quality of science education provided. They have managed the training programme within their school and are now involved in evaluating its effectiveness. Both children and teachers are benefiting from major improvements in materials, equipment and books.
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Contact
Direct e-mail for further information: mrevell@northamptonshire.gov.uk
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