1. Malcolm Sargent Primary School Links with the community/outside agencies to enrich Science provision

2. Summary of Content This example shows how a mutually beneficial link can be set up with local companies who wish to support their local community. The link and the work involved are part of bringing Science to life for the children and teachers and have helped to revitalised science teaching and learning at the school. It illustrates just how valuable this sort of partnership can be for all involved.

3. What the school says Our children’s perceptions were that Science was boring and it was easily their least favourite subject. Science was being taught towards the Y6 SAT tests with minimal investigative work and the cramming of facts into the children. This was 3 years ago - and the “fun” had gone from Science. So we approached local businesses for help and they have sent staff to work alongside our teachers with the pupils.

4. A partnership was set up In particular, a major employer in the town was approached by the school. They had a community charter so were agreeable to starting a link. The Deputy Head led this development which has opened the door to other staff (such as the Science Leader) to make the most of this within their subjects.

5. Links with Cummins We have a very strong partnership with a local engineering company, Cummins Generator Technologies, who undertake projects with us as part of an ongoing partnership plan. These projects involve groups or whole classes of children throughout the year. They have worked with the children to plan and design a wildlife area plan the new bird hide area plant new trees and wild life areas observe the wildlife that has been encouraged to visit the area as it has been developed ecological surveys have been used to help evaluate the impact of the project and to celebrate it’s success.

7. Science Week The same company are involved each year with all children at the school during Science Week, undertaking a range of different exciting learning activities based around science such as  putting together and using water chutes  catapults,  Knex challenge  other engineering projects

8. The impact for our school was..... Our Science learning has been transformed so that the children are now much more in control of their curriculum, they can talk about the skills that they have learnt, (and the skills that they want to learn!!!), with confidence and enthusiasm. This impact has not been limited to just one portion of the children’s curriculum, but instead is being felt across the primary school day.

9. What we will do next Examples of projects running currently are a Renewable Energy Eco Committee group, consisting of 6 children who are working with an engineer at Cummins, to plan, design, purchase and then build a nature trail station that will showcase renewable energy sources and educate children on how they benefit the environment. They are an eager group of children, who have already gained a tremendous amount of knowledge and enthusiasm by attending the local Stamford Transition Group meetings with adult representatives from local environmental and town planning groups. They have been involved in promoting eco-matters within school, writing to parents at the school and have planned their work this year as part of our development and evaluation cycles