The National Science Database Report Summer 2006 This analysis is derived from a sample of schools and thus may not be statisticallyrobust. As more schools contribute data, the database will increasingly reflect thenational picture of science education provision in schools. National Science Database An introduction for schools

The National Science Database Report Summer 2006 This analysis is derived from a sample of schools and thus may not be statisticallyrobust. As more schools contribute data, the database will increasingly reflect thenational picture of science education provision in schools. What is the National Science Database and why has it been developed? The NAIGS / ASE National Science Database has been developed over the last two years. The idea is not new. Indeed the idea of a database is based on best practice from NAIGS science advisers who have collected and analysed data within their own LEAs for many years. What is new is that the database will provide a national picture of science provision directly to schools.

The National Science Database Report Summer 2006 This analysis is derived from a sample of schools and thus may not be statisticallyrobust. As more schools contribute data, the database will increasingly reflect thenational picture of science education provision in schools. For whom and what is the database intended? School Leadership Teams Science Departments. To support local development To compare provision with that found across the country. Available to complete on-line. Hosted on Association for Science Education website ( Developed with advice from QCA and HMI to ensure that the questions asked complement and do not duplicate those raised as part of their monitoring activities.

The National Science Database Report Summer 2006 This analysis is derived from a sample of schools and thus may not be statisticallyrobust. As more schools contribute data, the database will increasingly reflect thenational picture of science education provision in schools. How will the data be stored and who will be able to access it? The ASE stores the data securely within their website. NAIGS will analyse the data. ASE will support NAIGS in despatching reports back to contributing schools. Data provided will not be shared with other organisations or used for any purposes other than that for which it was originally intended.

The National Science Database Report Summer 2006 This analysis is derived from a sample of schools and thus may not be statisticallyrobust. As more schools contribute data, the database will increasingly reflect thenational picture of science education provision in schools. Discussions within your school Consult with your Subject Leader, and if you are in this post, with your Headteacher before you complete the on-line questionnaire. The questions asked are factual and do not require you to make a ‘judgement’ about science provision in the school. Key documents, such as the school Asset Management Plan, will need to be consulted. Use the ‘National Science Database Question Sheet’ to ensure you have all the information you need when completing the database. Download at the ASE website.the ASE website Use the ‘National Science Database Pilot 2005: Information sheet’ to help when completing the database. Download at the ASE website.the ASE website

The National Science Database Report Summer 2006 This analysis is derived from a sample of schools and thus may not be statisticallyrobust. As more schools contribute data, the database will increasingly reflect thenational picture of science education provision in schools. What will the analyses look like? Annual report in summer term Graphs and charts providing a national overview Individual schools or LAs will not be identified A LA analysis can be generated if requested and if most schools have submitted data As the database develops, we intend to provide more sophisticated analyses – but the extent to which we can do that depends on how many schools participate and how many sections they complete. Currently there is no comparison per NOR. However it is helpful to know how large the schools in the report are. The next chart will allow you to gauge where you lie in terms of schools size.

The National Science Database Report Summer 2006 This analysis is derived from a sample of schools and thus may not be statisticallyrobust. As more schools contribute data, the database will increasingly reflect thenational picture of science education provision in schools. NOR

The National Science Database Report Summer 2006 This analysis is derived from a sample of schools and thus may not be statisticallyrobust. As more schools contribute data, the database will increasingly reflect thenational picture of science education provision in schools. A taster of the report outcomes: Grouping arrangementsGrouping arrangements Staff deployment to year groupsStaff deployment to year groups KS3 and KS4 teaching timeKS3 and KS4 teaching time13 KS3 and KS4 class sizesKS3 and KS4 class sizes Departmental management / organisationDepartmental management / organisation Support staff and lab availabilitySupport staff and lab availability Staffing, recruitment and retentionStaffing, recruitment and retention ICT provisionICT provision KS3 and KS4 curriculum resourcesKS3 and KS4 curriculum resources KS4 exam board and syllabus choicesKS4 exam board and syllabus choices Science budgetsScience budgets Laboratory accommodationLaboratory accommodation59 Departmental prioritiesDepartmental priorities60 Raising standardsRaising standards61

The National Science Database Report Summer 2006 This analysis is derived from a sample of schools and thus may not be statisticallyrobust. As more schools contribute data, the database will increasingly reflect thenational picture of science education provision in schools. Grouping arrangements

The National Science Database Report Summer 2006 This analysis is derived from a sample of schools and thus may not be statisticallyrobust. As more schools contribute data, the database will increasingly reflect thenational picture of science education provision in schools. Other questions: How are pupils grouped in: –Year 7 –Year 8 –Year 10 –Year 11…….? Grouping arrangements

The National Science Database Report Summer 2006 This analysis is derived from a sample of schools and thus may not be statisticallyrobust. As more schools contribute data, the database will increasingly reflect thenational picture of science education provision in schools. Staff Deployment

The National Science Database Report Summer 2006 This analysis is derived from a sample of schools and thus may not be statisticallyrobust. As more schools contribute data, the database will increasingly reflect thenational picture of science education provision in schools. Other questions: How are staff deployed in: –Year 7 –Year 8 –Year 10 –Year 11…….? Staff Deployment

The National Science Database Report Summer 2006 This analysis is derived from a sample of schools and thus may not be statisticallyrobust. As more schools contribute data, the database will increasingly reflect thenational picture of science education provision in schools. KS3 and KS4 Teaching Time

The National Science Database Report Summer 2006 This analysis is derived from a sample of schools and thus may not be statisticallyrobust. As more schools contribute data, the database will increasingly reflect thenational picture of science education provision in schools. Other questions: How many pupils are in key stage 3 and 4 classes? Smallest class sizes? Largest class sizes? Average class sizes…. KS3 and KS4 Teaching Time

The National Science Database Report Summer 2006 This analysis is derived from a sample of schools and thus may not be statisticallyrobust. As more schools contribute data, the database will increasingly reflect thenational picture of science education provision in schools. Departmental Management

The National Science Database Report Summer 2006 This analysis is derived from a sample of schools and thus may not be statisticallyrobust. As more schools contribute data, the database will increasingly reflect thenational picture of science education provision in schools. Other questions: How many new Subject Leaders are there? How are TLRs allocated in science? How many science staff have TLRs? How many departmental meetings do departments have each term? How much non-contact time do science teachers have? Departmental Management

The National Science Database Report Summer 2006 This analysis is derived from a sample of schools and thus may not be statisticallyrobust. As more schools contribute data, the database will increasingly reflect thenational picture of science education provision in schools. Support Staff and Labs

The National Science Database Report Summer 2006 This analysis is derived from a sample of schools and thus may not be statisticallyrobust. As more schools contribute data, the database will increasingly reflect thenational picture of science education provision in schools. Other questions: How many science staff teach in the same lab throughout the week? How many science technicians do schools have? How many support staff support pupils in science? Support Staff and Labs

The National Science Database Report Summer 2006 This analysis is derived from a sample of schools and thus may not be statisticallyrobust. As more schools contribute data, the database will increasingly reflect thenational picture of science education provision in schools. Staff Recruitment and Retention

The National Science Database Report Summer 2006 This analysis is derived from a sample of schools and thus may not be statisticallyrobust. As more schools contribute data, the database will increasingly reflect thenational picture of science education provision in schools. Other questions: How many non-specialists teach science? How many new science staff are employed in each school in a year? How many science NQTs this year? How many science posts are re-advertised? How often do schools use supply staff? Staff Recruitment and Retention

The National Science Database Report Summer 2006 This analysis is derived from a sample of schools and thus may not be statisticallyrobust. As more schools contribute data, the database will increasingly reflect thenational picture of science education provision in schools. ICT and Science

The National Science Database Report Summer 2006 This analysis is derived from a sample of schools and thus may not be statisticallyrobust. As more schools contribute data, the database will increasingly reflect thenational picture of science education provision in schools. Other questions: How much access do science departments have to a school ICT suite? Is there internet access in science? How many computers are available for pupils and/or staff? Do staff feel confident to use ICT to teach science? How many interactive whiteboards and data projectors do science departments have? How far is ICT built into schemes of work? How many staff used ICT in science lessons last week? How many pupils used ICT in science lessons last week? ICT and Science

The National Science Database Report Summer 2006 This analysis is derived from a sample of schools and thus may not be statisticallyrobust. As more schools contribute data, the database will increasingly reflect thenational picture of science education provision in schools. KS3 and KS4 Curriculum Resources

The National Science Database Report Summer 2006 This analysis is derived from a sample of schools and thus may not be statisticallyrobust. As more schools contribute data, the database will increasingly reflect thenational picture of science education provision in schools. Other questions: Which KS3 /KS4 texts are used in addition to a main text? How is the QCA scheme of work used? How are published schemes used? KS3 and KS4 Curriculum Resources

The National Science Database Report Summer 2006 This analysis is derived from a sample of schools and thus may not be statisticallyrobust. As more schools contribute data, the database will increasingly reflect thenational picture of science education provision in schools. Exam Board and Syllabus Choices

The National Science Database Report Summer 2006 This analysis is derived from a sample of schools and thus may not be statisticallyrobust. As more schools contribute data, the database will increasingly reflect thenational picture of science education provision in schools. Other questions: Which exam board is used most? Which is the most popular GCSE course? How many group study single science? How many groups study triple / separate sciences at KS4? How many group study 21 st Century science? Exam Board and Syllabus Choices

The National Science Database Report Summer 2006 This analysis is derived from a sample of schools and thus may not be statisticallyrobust. As more schools contribute data, the database will increasingly reflect thenational picture of science education provision in schools. Science and Budgets

The National Science Database Report Summer 2006 This analysis is derived from a sample of schools and thus may not be statisticallyrobust. As more schools contribute data, the database will increasingly reflect thenational picture of science education provision in schools. Other questions: How much funding is allocated via a formula? How much is allocated through internal bids? How much is spent on consumables, text books, ICT equipment and photocopying? Science and Budgets

The National Science Database Report Summer 2006 This analysis is derived from a sample of schools and thus may not be statisticallyrobust. As more schools contribute data, the database will increasingly reflect thenational picture of science education provision in schools. Lab Accommodation How old is the oldest unrefurbished lab? How old is the newest lab? Is the lab accommodation suitable? How many labs are in poor condition? How many labs have been refurbished recently? How many new labs are planned?

The National Science Database Report Summer 2006 This analysis is derived from a sample of schools and thus may not be statisticallyrobust. As more schools contribute data, the database will increasingly reflect thenational picture of science education provision in schools. Departmental Priorities, Raising Standards Current areas for development? Departmental strengths? Are you happy for others to contact you to learn? What has had the greatest impact on raising standards?

The National Science Database Report Summer 2006 This analysis is derived from a sample of schools and thus may not be statisticallyrobust. As more schools contribute data, the database will increasingly reflect thenational picture of science education provision in schools. The National Science Database is…… a unique project; will provide schools with valuable data and an annual report; will gather a realistic national picture of actual science provision; will highlight strengths and weaknesses in provision; and enable feedback to key agencies