1 Is the basic provision constant enough to allow children to revisit activities and develop ideas over a period of time?
2 Do children know where to find equipment such as magnifying glasses, 'bug boxes', magnets and information books?
3 Are opportunities available for children to apply their scientific knowledge and understanding in practical problem-solving activities?
4 Does your planning address the full range of needs within the setting and take into account children's current interests? Looking at how observations and assessments of children's learning inform planning is a good starting point.
5 How do you support children in setting up their own scientific investigations in the setting? Are the resources appropriate and accessible?
6 Do you talk with parents about children's individual interests, and ways in which scientific learning takes place, at home and in the setting?
7 Are all adults in the setting aware of key vocabulary to be used - wet, dry, float, sink - and appropriate questions to ask in order to extend scientific learning?
8 Do all practitioners value the process of 'finding out' and not just the end discovery? Do displays and celebrations of children's work reflect this?
9 How are children encouraged to record their findings in ways other than verbal? These could include picture tick lists, picture card weather chart, floating/sinking symbol cards attached to 'sorting boxes', or weekly chalk marks on an outside wall to measure the height and monitor the growth of sunflowers.
10 How do you respond to predictable interests such as seasonal changes, or festivals of light such as Diwali?
