Our school is committed to safeguarding and promoting the welfare of children and young people. We expect all staff, visitors, and volunteers to share this commitment.

If you have concerns regarding the safeguarding or welfare of any of our pupils, please contact Miss R Brown (Designated Safeguarding Lead), Mrs M Eastham (Designated Safeguarding Lead), Mrs T Bolton (Designated Safeguarding Lead) or Miss Blackburn (Designated Safeguarding Lead)

St Peter's participates in Operation Encompass. Following the report of an incident of domestic abuse, school will be advised that the child has been involved. Please see school website for further details.

The Safeguarding and Child Protection policy can be found here. SAFEGUARDING POLICY

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Comparative and Fair Testing

Year 3 raised their own questions and then investigated the effects of friction using ramps, cars and different surfaces.

Year 5 predicted that the more lamps we added to our electrical circuit, the dimmer the bulbs would be.  To prove this scientifically we worked in groups to use a data logger to measure the brightness of the bulb when there was 1, 2 or 3 lamps in our circuits.  We had to ensure that we kept our test fair and we also repeated our results to ensure they were accurate.  

KS2 used data loggers to see how the levels of light emitted from a range of different circuits.

KS2 made electrical circuits and then investigated how altering the number of bulbs and cells affected the circuit.

Reception carried out activities linked to the book ‘Egg Drop’ . The children looked at different materials and then worked in groups to make a container to protect the egg. The containers were dropped from a height. The children wrote about their findings.

Reception designed and made their own boats. They tested each boat to see if they floated or sank.

Year 5 have been carrying out fair tests to investigate what happens when we change a variable on a paper spinner and to help us understand air resistance as a force.  Some groups decided to change the length of wings, some changed the shape of the wings whilst others explored the difference when dropping from different heights.  Our results are going to support us in coming up with a conclusion for our investigation.

Interpreting our results

In Cedar and Hawthorn, we asked the question ‘Which rock would be the best to use to create a building that could last over 200 years?’ We scratched the rocks using our nails, a wooden stick and a metal knife to see what happened to each of our rock types. We discovered that granite was the strongest as it didn’t loose any particles when scratched, but chalk was far too powdery and pumice far too light.

Beech class investigated what happens to our pulse rate after performing a headstand.  We had to consider factors that we had to keep the same in order for the test to be fair, such as the length of time for the headstand and how long we timed our pulse rate for.  We also thought about why it was important to test more than one person.  

Year 5 carried out comparative tests to explore how light travels and how shadows are formed.  They carried out a fair test to investigate what happens to the size of shadows when you change different variables.