Iver Heath

Nurturing happy, healthy, confident learners in a safe, rich learning environment

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  • 'Educating the mind without educating the heart is no education at all' Aristotle
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  • 'Education is not the filling of a pail but the lighting of a fire' WB Yeats
  • 'Education is the most powerful weapon you can use to change the world' Nelson Mandela


Please click here for the Long Term Plan for Science

Iver Heath Infant School and Nursery Science Policy

January 2020

 Article 28: Every child has the right to an education

Article 29:  Education must develop every child’s personality, talents and abilities to the full.


A high quality science education provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. Through building up a body of key foundational knowledge and concepts, pupils should be encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. They should be encouraged to understand how Science can be used to explain what is occurring, predict how things will behave and analyse causes.


Through the strand ‘The World’ from Understanding the World of the EYFS curriculum and the National Curriculum for Science pupils will:

  • Develop scientific knowledge and conceptual understanding through the disciplines of biology, chemistry and physics.
  • Develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them.
  • Become equipped with the scientific knowledge required to understand the uses and implications of science, today and in the future.

Working scientifically:

Children will be encouraged to be curious and ask questions about what they notice. They should use different types of scientific enquiry to help them answer these questions e.g.

  • Observing changes over time.
  • Noticing patterns.
  • Grouping, identifying and classifying things.
  • Carrying out simple comparative tests.
  • Finding things out using secondary sources of information e.g. books, photographs and film.

We believe that Science promotes communication in a specific and precise language involving mathematical and logical thinking. It allows children to develop ways of finding out for themselves and gives them practice in problem solving.


Early Years

Children in Early Years are encouraged to explore their surroundings and their environment in line with the EYFS curriculum. They investigate through their experiences of the world around them.


Ourselves  - how we have changed since we were a baby. What can we do now that we couldn’t do when we were a baby? How are we the same or different to our peers?

Changes -  what happens – an  apple decaying or bread being cooked to make toast.

How does the weather change across the year?

Growing cress to look at healthy plants and expose some seeds to light and keep some in the dark and compare the difference.

Different types of animals and the life cycle of a butterfly in terms of change.

Look at different types of materials and name them – wood, plastic, glass and rubber.

There is frequently an investigation table available for children to look closely and investigate an object.


The children find out about different forms of light and look at their shadows.

They go on a seasonal walk in the local area each term to look at the changes.

 The children get to investigate creatures that live under the sea and visit the aquarium to reinforce this knowledge.  

The children look at different environments comparing where they live and the Antarctic.

 The children learn about different dinosaurs and the terminology of herbivore and carnivore and what that means. 

There is frequently an investigation table available for children to look closely and investigate an object.

Looking after the pond and seeing what happens.

Children attend forest school sessions once a week for half a term each term.

Key Stage 1


  • Science may be taught as part of a cross curricular topic or as a discrete subject.
  • Children will be taught within their normal class situation with all teachers responsible for the planning and teaching of Science.
  • Children will be grouped in a variety of ways according to the activity. This could include mixed ability grouping, ability grouping, individual and whole class work.
  • There is a themed week for Science on a rolling programme where there is a theme across the school.
  • Children attend den building sessions on the forest school site for one half term a year.
  • Content and vocabulary are on the flowchart on the website

In Year One:

Working scientifically:

I can ask simple questions and recognise that they can be answered in different ways.

I can observe closely, using simple equipment.

I can perform simple tests.

I can identify and classify.

I can use my observations and ideas to suggest answers to questions.

I can gather and record data to help answer questions.


 I can identify and name a variety of common wild and garden plants, including deciduous and evergreen trees.


I can identify and describe the basic structure of a variety of common flowering plants, including trees.


 Animals including humans:

I can identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals.


I can identify and name a variety of common animals that are carnivores, herbivores and omnivores.


I can describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals including pets).


I can identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense.


 Everyday Materials:

I can distinguish between an object and the material from which it is made.


I can identify and name a variety of everyday materials including wood, plastic, glass, metal, water and rock.


I can describe the simple physical properties of a variety of different materials.


I can compare and group together a variety of everyday materials on the basis of their simple physical properties.


 Seasonal Changes:

I can observe changes across the 4 seasons.


I can observe and describe weather associated with the seasons and how day length varies.


  Children visit the pond to look for seasonal changes.

 In Year Two:


Working Scientifically:


I can ask simple questions and recognise that they can be answered in different ways.




I can observe closely, using simple equipment.




I can perform simple tests.




I can identify and classify.




I can use my observations and ideas to suggest answers to questions.




I can gather and record data to help answer questions.



Living Things And Their Habitats:



I can explore and compare the differences between things that are living, dead and things that have never been alive.




I can identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants, and how they depend on each other.




I can identify and name a variety of plants and animals in their habitats, including microhabitats.

Using the pond area to help with this. 




I can describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food.






I can observe and describe how seeds and bulbs grow into mature plants.




I can find out and describe how plants need water, light and a suitable temperature to grow and stay healthy.




Animals Including Humans:



I can notice that animals, including humans, have offspring which grow into adults.




I can find out about and describe the basic needs of animals, including humans, for survival (water, food, air).




I can describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene.



Use Of Everyday Materials:



I can identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses.




I can find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching.



Specialised equipment is held in a central resource area. (Science cupboard and drawers in music room)

Books for teacher and pupil reference are kept in the library or science cupboard.

If you have any requests for resources, or any resources run out / break during their use please let the Science Team know immediately.

Equal Opportunities

We are committed to providing all children with an equal entitlement to scientific activities and opportunities regardless of race, gender, culture or class.

Inclusion and Diversity

We aim to meet the needs of all our children by differentiation in our science planning and by providing a variety of approaches and tasks appropriate to ability levels. This will enable children with SEND to take an active part in scientific learning and practical activities and investigations and to achieve the goals that have been set. Some children will require closer supervision and more adult support to allow them to progress whilst more able children will need to be extended. By being given enhancing and enriching activities, more able children will be able to progress to a higher level of knowledge and understanding appropriate to their abilities.

In whole class teaching differentiation for all pupils occurs through:

  • discussion;
  • well-focused and challenging questioning;
  • praise of individual contributions;
  • high expectations encouraging pupils to elaborate, suggest, make observations, reflect and speculate;
  • thinking time.

In individual, paired or group work differentiation will take place by resources, variety of tasks, response and support.

More able children are identified by the class teacher and their learning is enhanced through targeted questioning and/or extending written output.

Children with special educational needs (SEN) and English as an additional language (EAL) are supported using a variety of support materials suggested by class teachers, SENCO, The Specialist Teaching Service and other outside agencies. For children with physical disabilities, we endeavour to secure appropriate apparatus in order for them to access the curriculum and we consult with relevant outside agencies.


Throughout our curriculum we aim to highlight ways in which we can all contribute to keeping the local and global environment safe. This may include learning about ways in which the environment is being, and has been damaged, and discussions on how we can help to reduce our negative impact on nature and the world in which we all live.


A big question is periodically posed to the school in assembly and put on the website. Children may be asked to look at their natural world and they are encouraged to look carefully at the world around them.

Health and Safety

All staff ensure that Health and Safety regulations are adhered to when using equipment such as interactive whiteboards and CD players etc.

All staff should make themselves conversant with the ‘Be Safe’ book which is kept in the Science Cupboard. 

Where appropriate reminders should be given to children about potential hazards and care of the equipment they are using.

The Science Team will also be able to clarify safety issues using CLEAPPS and checking with the Science Advisor. CLEAPPS termly newsletters are in Sendco’s office.


Assessment is continuous throughout the planning, teaching and learning cycle.

The children in Foundation Stage are assessed using the Iver Heath Ladders which are based on the developmental matters statements and the Early Learning Goals from the Early Years Curriculum.

In Key Stage 1 children are assessed using Iver Heath Ladders which are based on the National expectations for each age group.

Results are reported to parents, local authority and the DfE. at the end of Reception and the end of Key Stage 1.

Monitoring and evaluation

The monitoring of the teaching and learning in science is carried out by the science team and the senior leadership team. This can be done via learning walks, book looks, data information and discussion with both children and teachers.

Reporting to Parents

We hold two parents’ consultation evenings during the year, one in the Autumn term and the other in the Spring term. Written reports are given to parents at the end of the Summer term and parents have the opportunity to discuss these with the class teacher if they choose.

We have an open-door policy to discuss strengths and strategies to support learning in all areas of the curriculum.

The Governing Body

The Governors monitor the teaching and learning of science throughout the school via the governor responsible for the curriculum who reports to the Pupil Progress and Curriculum Committee.

This policy will be reviewed every three years or earlier if appropriate