Iver Heath

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

  • 'Thank you for all the guidance and support you have given our daughter. You have really instilled a lot of confidence in her!'
  • 'Words cannot express how grateful my husband and I are to all the staff for the hours of dedication and support that you have given our son throughout his time at the school!' (Parent)
  • 'Our daughter thoroughly enjoyed her experiences during her Forest School sessions and we enjoyed listening to her excited stories afterwards!'
  • 'Thank you for all your hard work, care and never ending support'.
  • 'Educating the mind without educating the heart is no education at all' Aristotle
  • 'It is the supreme art of the teacher to awaken joy in creative expression' Albert Einstein
  • '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


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.


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  



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.


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.


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