Stanford School

Stanford Junior and Infant School

Living together - Learning together

Cooper Lane, Laceby, Grimsby
NE Lincolnshire DN37 7AX
Tel. 01472 318003
Contact. Miss King (Business Manager)


At Stanford School we hope to inspire the children through our Science teaching. Science provides the foundations for understanding the world through the specific disciplines of Biology, Chemistry and Physics. Science has changed our lives and is vital to the world’s future prosperity, and all pupils should be taught essential aspects of the knowledge, methods, processes and uses of science. Through building up a body of key foundational knowledge and concepts, pupils should be encouraged to recognize 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.

The children’s knowledge is enhanced by visitors, school trips to places linked to Science as well as scientific days. As much as possible the whole school environment is used to maximum potential in order to support the delivery of the Science curriculum.  


We investigated how to make bulbs brighter in a circuit.

Fish Eyes

Barley class were looking at fish eyes (fresh from the Docks). Mrs Jones had trouble getting the eye out as it was attached to the optic nerve- it had to be cut! We were able to name the parts of the eye. We then dissected the eye completely and removed the lens in tack. We discovered the lens from the second eye was a lot smaller than the other.


We have been investigating how to construct simple circuits and name the parts?

Moving on the the Afterlife

Can I make systematic and careful observations over a period of time?

At last 'Mac' was ready to finish his time mummifying in his bath of salt and move on to the Afterlife. It has been 40 days since we first placed him there and he hasn't changed much. He lost 68g of water and apart from that he was perfectly preserved. The children have loved watching the mummification process in a real context. The Egyptians knew what they were doing when they preserved bodies. No wonder they lasted for thousands of years!

Can I investigate whether a magnet can attract a paperclip through any material?

Sunflower Class placed paperclips under the following materials: card, fabric, foil, water, paper and cardboard. They held their magnets over the top and observed what happened.

Evie 'I found out that my magnet could attract the paperclip through all those materials.'
Oliver R 'Mrs. Brady tried thicker materials, like wood and the magnet couldn't attract the paperclip.'
Harry 'It only works if your materials are thin.'
James 'I know what magnets do, they attract metal and also magnets can attract each other.'
Mollie 'You need a blue and a red for them to attract.'
Neve 'Two red ends and two blue ends push away, they repel.'

Can I investigate condensation?

We planned and carried out an investigation exploring how water changes state.

Can I test materials to find out if they are waterproof?

Sunflowers decided that Winnie the Pooh needed a new umbrella. They wondered what his new umbrella could be made out of. Could they use tissue paper, a plastic bag, kitchen roll, cardboard or fabric?

They predicted which material might be waterproof and tested all the materials. They were really good at explaining their ideas and their results. Their conclusion was that the plastic bag would be the best material for Winnie's umbrella, as it is waterproof. They also had fun testing Mrs. Brady's plastic umbrella to see if that was waterproof too!

Can I investigate the strength of magnets?

Today we were looking at different types of magnets. The children tested them to see which was the strongest. We decided to do this by seeing how many paperclips the magnet could attract in a chain. The children had lots of fun investigating the magnets and found out that the size of the magnet did not indicate its strength.

Can I set up a simple comparative investigation?
Can I ensure that this is a fair test?

When researching the mummification process we have found that the Egyptians used Natron. This is found in dry lake beds in Ancient Egypt and is not readily available. Web pages suggest different types of soda or salt as a replacement. We decided to investigate which type of readily available sodas and salts would be the best replacement for Natron.

The children were shown the equipment and were asked to discuss what they could do to investigate the salts. This meant they had to use their problem solving learning powers to think about what they could do and find all possible combinations of the salts.

The children weighed the fruits and meats first so they could see how much water had been removed from them by the salts. They plan to check on them over the next 2 weeks to see how they have changed.

To ensure it was a fair test the children decided that everything in the investigations should be the same except for the variations of salts used. They also had a control cup where the fruit and meat was left with nothing to preserve it.

The children enjoyed developing their own investigation and taking control. They even took the pictures to record this investigation.

Can I Investigate which electrical conductors make a bulb shine brightest?

Star Anise have enjoyed investigating which materials are the best electrical conductors and Insulators. The children made a complete circuit, tested which materials are better conductors than others and which materials made their bulb shine the brightest.

Can I sort magnetic and non-magnetic materials?

The children were shown an introduction about magnets on a video clip.

They were then given a bag of materials which they had to sort without using their eyes or their hands. The children remembered seeing a magnet being used to sort out materials in a scrap yard so they decided to do this.

The children found it tricky getting all the materials and they were surprised to find out that some things they thought would be magnetic actually weren't.

The children were confused as some coins were magnetic and others weren't. The children looked at the date they were issued and thought that that this made a difference as to whether the coins were magnetic or not. We wanted to see if our conclusion was right so we research this further to find that different materials were used to make coins after specific dates. Well done class you figured it out!!

Can I investigate the friction caused by different surfaces?

We have been learning about forces such as push and pull. We looked at how different surfaces can slow moving objects and found out that this is called friction.

The children were given different surfaces to feel and they thought about whether they were rough or smooth. The children were then given a piece of wood, a ruler, masking tape and a car and asked how we could test the friction of these different materials. This took a lot of thought and several different methods of testing were considered. Finally we agreed to attach the materials to a piece of wood and put the car on it. We then raised the wood to see how high it would be before the car started to move. The higher the ramp the more friction the material had caused.

The children had lots of fun investigating this!

Can I find out which materials are magnetic?

Sunflower Class investigated materials in Science with magnets. They learnt these challenge words: force, metal, attract, repel and magnetic. James- Somethings are magnetic and somethings are not.

Jamie- Metal things attract on my fish and other materials don't.

Indianna- Some money will stick to the magnet, but some won't.

Lucas- Some metals are not magnetic, this happened when we tested money.

Ronnie- I enjoyed testing the materials on my fish.

Lily W- My magnet went on the radiator.

Harry- I liked the feel of the magnet's force.

Robbie- The black railings outside were magnetic. Oliver R.- When you put two red ends of a magnet together, they repel. You have to have a red end and a blue end.

Can we investigate ways in which the brightness of a bulb is changed?

Barley class investigated the brightness of a bulb using different amounts of batteries, wires etc They had challenges to investigate in small groups and questioned the brightness of the bulb each time. Pupils are able to explain what makes a bulb bright or dim.

Can I recap knowledge on Electricity?

Electricity is our topic in Science this half term. To start our topic off, we re-capped and showed our current knowledge on Electricity. We looked at the various equipment and materials used to create electrical circuits and what each component is used for.

Can I understand the importance of hygiene to keep our bodies healthy?

In science we looked at the importance of hygiene to prevent germs and bacteria from spreading. We conducted an investigation to find out how the temperature of water and the use of soap effect how well we can clean our hands. First some children coated their hands in oil and flour and they were given a limited time to wash their hands. One bucket had cold water only, one cold water and soap, one with warm water only and the last warm water and soap. To ensure it was a valid result we repeated the experiment with some more children. The cleanest hands were the ones using warm water and soap. We then looked at how to clean our hands properly.

The children loved getting messy!


Year 3 prepared and made a healthy and tasty meal using tomatoes and herbs as the main ingredients.  They made pasta with tomato and basil sauce with herby garlic bread. This involved ensuring hygiene procedures were used, following a recipe, and evaluating the finished dish. Most agreed it was delicious!  Many were inspired to want to cook this recipe using fresh ingredients at home.  We also identified which part of the Eat well plate each of the ingredients belonged to applying our previous learning on healthy eating.

Weeding, sowing, planting growing

Juniper class took it in turns to weed, plants seeds and plants and water our allotment area. We planted tomato plants, herbs, parsnip seeds, carrots, spring onions and beetroot. We can wait to see them grow.

Can I explain where, when and how strawberries are grown in the UK?

In science Year 3 explored our strawberry patch. We examined the flowers which would eventually turn into strawberries. We looked for the runners from the parent plant and how that is another way to grow new plants instead of using the seeds from the strawberries. Through our research we learnt that this was a quicker way than growing from seed and how the farmers tend to do it on UK strawberry farms. We estimated how many strawberries our patch would produce.

Mini Beasts in the Nature Area

Children from Seedlings worked together to find out about insects and living things. We explored the outdoor area to find worms, woodlouse, spiders and snails! Children identified the different habitats and features of each living thing they observed. Back in the classroom children recorded which insect they found, its habitat and how it moved.

Sunflower class use their environment to inspire their learning

Planting Tomatoes

As we head into springtime and the warmer weather, we decided to plant some tomatoes ready for the summer. We looked at the roots hiding in the soil before planting them into a growbag. Next we gave them a good drink of water. We will look at how they change and measure how much they grow throughout the term and hope to get lots of tomatoes too!

Exploring Plants

Year 3 enjoyed exploring a range of plants including herbs.  We learnt that we eat different parts of different plants.

"One smelt like chewing gum!" Nour
"Chives reminded me of the smell of onions" Lily

Animal Crackers

Today has been Seedlings 'Hook' day. We dressed as animals and enjoyed painting our favourite animal. We found out how to record information on a tally chart to find out our favourite class pet. We then use the tally to make a graph. In the afternoon we enjoyed listening to Mrs Harper, the veterinary nurse who talked to us about how she cares for animals. We learnt about cold blooded animals and looked at a tortoise called ‘Thomas’. We learnt about guinea pigs and looked at their long teeth! Mrs Harper showed us some of her equipment such as a stethoscope to listen to animal’s heartbeat. Finally, we bandaged pet toys using special bandages and enjoyed stroking ‘Whisper’ and 'Gizmo' the guinea pigs. You can see more pictures on Seedlings Hook Day Gallery page.

Signs of Spring

As we had such lovely weather today we decided it was the best time to go for a walk around school to look for signs that spring. Before we went we had a discussion about the different seasons and what we should be looking for. We found lots of flowers, buds on the trees and could see where some leaves were starting to open up and grow

Welly Wednesday - Planting Seeds

Sunflower class have decided to start planting our crops for this year. Our first crop is beetroot. In class we used our phonic's knowledge and sound buttons to read about the variety we have chosen. We also read the instructions carefully before going out side. As you can see we were very busy indeed. We worked together as a team. In the middle we had a two minute break and whilst we were sitting on the picnic benches we observed two magpies in the wildlife area. We were amazed at their long tails. At the end of the morning we returned all the equipment and we still had big smiles on our faces.

Hatching Eggs

There has been lots of excitement in school as we have been watching our 11 eggs in the incubator. Today we there were only 2 eggs and 9 chicks had hatched over night!! We have been learning about the life cycle of an hen and some interesting facts too. Did you know.... ... a chick pecks a hole in the shell with its egg tooth. ... chickens can live between 10 and 15 years

Can I make systematic and careful observations?

Poppy Class Egg Watch – Day 1

We made some very careful observations and recorded these as a whole class.
We noticed that the eggs were incubated at thirty seven degrees celcius.

One of the eggs had a tiny crack. The chick is using its beak tooth to break the egg open. We wondered how long it would take?

If you look carefully, then you will see a camera that is recording any changes in the eggs. What a useful piece of scientific equipment!

Can I notice that animals, including humans, have offspring which grow into adults?
Can I describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird?

Star Anise were very excited by the arrival of the chick eggs today, which they will be looking after in their class. Eleven eggs are in the incubator and have to be kept at 37 degrees Celsius. Classes throughout the school will be coming to observe and monitor what happens during the week.

The Growth of Plants

In Science Year 3 pupils worked in teams to investigate how the amount of water, soil or light affects the growth of plants.

We had to ensure that the test was fair and to only change one thing.

We made predictions and gave reasons for them.

Can I investigate the way in which water is transported within Plants?

Year 3 set up an experiment to see if water dyed with food colouring would change the colour of the petals.

Science Investigation:

Do taller people have bigger feet than smaller people? Sunflower and Star Anise children joined forces to carry out a Scientific investigation. Here are some comments from the Year 1 children:

Oscar- We had to use a metre stick and measure people's feet and see how tall they were.
Sam- I liked working with another class. I measured taller people.
Ella M- I wrote down everyone's name and their shoe size.
Lily- A boy in my group had the biggest feet and he wasn't the tallest!
Anthony- It was fair because we measured everything with centimetres. I used a tape measure

LQ: Can I learn about eating healthy eating and how to have a balanced diet? 

Key Stage 2 pupils had a fantastic afternoon, learning how to have a balanced diet and learning about the key food groups. A 'Ready, Steady, Cook' Interactive Challenge was created with Chartwells. Four pupils worked in two separate teams to create two healthy and nutritious meals... in 15 minutes! It was a great afternoon with critiques from our audience members and tasters as well!


We are so proud of our positive community links. Thank you to Laceby in Bloom for donating the daffodil bulbs and to Mr Lester for leading the lunchtime gardening club. We are looking forward to seeing the daffodils grow.

Animals Encounters

Seedlings Class

Tom from 'Animal Encounters' came to show us lots of wild animals including, a royal python, a bearded dragon, a tarantula, a hedgehog and a polecat. We learnt interesting facts such as 'the polecat has no shoulder blades and it is extremely flexible!" Mrs. Christie even held the animals too!

Sunflower Class

Our Science learning question: Can I identify and name a variety of animals? Tony Butler from Exotic Encounters showed us a variety of animals. He told us lots of interesting facts and we asked and answered lots of questions. Mrs. Brady said it was a really good talk because it was introducing the children to carnivores, herbivores and omnivores- which they will be learning more about in their Science lessons soon

Year 2

Year 2 were very excited to meet the animals.

Year 2 scientists have excellent listening skills.

We observed carefully.

Some children were even brave enough to touch.

Year 4

Today on the 9th of February Year 4’s from Star Anise and Juniper class had an exotic animal visit from Tony Butler and his many unusual animals, including a polecat and a Komodo dragon. This was to help us understand and classify animal groups which we have been learning about in Science. “Living Things and their Habitats”.

Charlie : “The Spikes felt soft and it’  cute.“ (Africa Pigmy Hedehog)

Bearded Dragon
Owyn;- “I thought it was a bit scary.”
Isobel ;- “It had sharp claws and its skin was    hard.”

Rebecca :- “I thought his spikes were sharp and went into my fingers.”
Esmae:- I liked the bearded dragon , I wasn’t scared!!!


James: - “Its legs were tickly.”
Mareen:- It was tickly and tried to crawl off.

Archie: - “The Millipede woke up and started to wiggle”

RSPB BIRDWATCH 2017 - Stanford Nature Area

On Monday 30th January, 4 children from each class were chosen to represent Stanford School to record valuable data for this year's RSPB Big Birdwatch.  We were lucky enough to have mild weather with reasonably clear skies. We were wrapped up very warmly for the hour of observation. The birds were very 'chirpy' and we were able to locate and identify them through their bird calls.

Children worked in pairs to complete the counting sheet. Each pair had a pair of binoculars, a recording chart, a bird identification sheet & a comfy cushion! After half an hour Miss Lucas came round with Birdwatcher Biscuits for sustenance. The children were all very enthusiastic and observant, they were openly grateful for the opportunity to be part of this experience

Owl Day

Star Anise

Today 27th Jan we had a busy day In Star Anise Class  with visits from PDSA People's Dispensary for Sick Animals. They told us all about the good work they do supporting sick animals and how we need to care for our pets. We also had a display of beautiful owls.

Mia- not all owls are nocturnal

James- owls can't rotate their heads all the way around.

Juniper Class

Today, our school field has some special visitors -
Julie and Mark from  Lincoln Owl Rescue.  They have brought with them an European Eagle Owl, Tawny Owl , Barn Owl, North American Screech & Australian Boobook for the pupils to see and learn about.

"I liked Jesse the Eagle owl the best because of his massive orange eyes." Owyn

"I loved seeing Sunbeam the tawny owl.  His feathers looked so soft." Archie

Carroll Diagrams

As part of our theme on Animals Including Habitats, Year 4's from Star Anise and Juniper classes sorted animals in a variety ways using Carroll Diagrams.

Energy Heroes 13 Janaury

Rob and Kate came to talk to us in our school 'Energy Heroes' assembly about taking care of our world and using less electricity.

Year 2 Science Learning 13 Janaury

We used our wonderful outdoor area to help us learn.

We looked for different living things and evidence that animals had been in the area.

Look carefully at the pictures. What can you find? Can you explain your thinking?

Who might this home belong to?

Can you see signs of life?

Which creatures might you find here?

We all looked very carefully and recorded our findings.

We think that this is an animal home. What do you think.