The Science department is a large, lively department with a mixture of young and experienced teachers and technicians. There are ten teachers and four technicians and we use the skills of individual teachers and technicians to achieve the best possible science education for all pupils. It is the priority of the Department that all pupils should achieve the highest academic results they can, taking into account their ability and the examination success is excellent at all levels.

There are nine laboratories, each with internet access and staff are based in one laboratory for the majority of their timetable. Ceiling mounted computer projectors are in the process of being fitted into each laboratory, along with interactive and white boards. The Department is also well resourced in terms of equipment and books.

Years 7 - 9 Key Stage 3
All pupils follow the QCA scheme of work.

Year 10 & 11 GCSE
All pupils follow the AQA Science Syllabus which is a modular course.

Years 12 & 13
We teach Chemistry, Physics and Biology as separate sciences. The Chemistry and Biology courses follow the London modular syllabuses, whilst the Physics follows the OCR syllabus. AS and A2 groups are mixed ability as we accommodate pupils likely to achieve the highest grades at A-Level as well as those who will achieve more modest success.

Extract from the Ofsted 2004 on Science

The Year 9 results in the 2003 National Curriculum tests were overall close to the national average, and above average for both the expected Level 5 and the higher Level 6, when compared with those in all schools. The results were average when compared with those of similar schools and meet challenging targets set for science. Results for the GCSE dual award examination were significantly above the national average, with the proportion gaining higher grades A and B well above average, when compared with results in all schools. Boys did better than girls, and both did better than boys and girls nationally.

In most lessons observed, pupils achieve well. They respond well to being challenged. Most pupils achieve their learning objectives. Little difference between the achievements of girls and boys was apparent. Most pupils make accurate observations during practical work and record their work well. They use their text books well to support their independent learning. By the end of Year 11, most pupils are confident speakers when answering questions. Higher attaining pupils work accurately, ask good questions and answer questions in depth. They bring very good prior knowledge to new situations and complete extension exercises well. …Lower attaining pupils and those with special educational needs achieve well in response to the good support they get from their teachers and support assistants, …. Overall, very positive attitudes to work and good behaviour are helping pupils' achievements, as are their good levels of literacy, numeracy and ICT capability.

Leadership is clearly focused on raising the achievements of all pupils. There is a very well motivated team that seeks to achieve faculty and school priorities. Rigorous self-evaluation of the work of the faculty triggers appropriate action. Teachers are well deployed and very well supported.

Most students in Year 12 are achieving the higher expectations of the AS-level course, with higher attaining students designing and carrying out investigations well, though practical skills for lower attaining students are not sufficiently developed. In Year 13, most students are achieving well. They use text and ICT well to support their independent learning. Very positive attitudes to learning and good relationships prevail. Students support each other very well and are confident that they will achieve their ambitions.

Very well qualified and experienced teachers plan their lessons well, making very good use of time and resources so that all students are challenged to do their best. The support they give to individual students during lunchtimes is significant to their achievements and is much appreciated.