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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Science

We raised our own questions and then carried out an investigation using ramps with different surfaces, to see the effect of the force ‘friction’.

As we began our topic on Forces and Magnets, we tested a range of toys to compare the forces that made them move.

We created our own question to investigate to test our muscles. We were carrying out pattern seeking investigations to answer such questions as ‘Can longer arms throw further than shorter arms.’

To understand the function of some of our bones, we made blood hands without bones and tried to shake hands with them! It made us appreciate exactly how much we need our bones.

Following on from our dog biscuit skeletons, we researched the names of some of the bones in the human body and made our own paper skeleton using split pins.

To begin our topic on SKELETON AND NUTRITION, we carried out an initial assessment by making a skeletons using dog biscuits!

Following extensive research and report writing about Mary Anning, we acted like palaeontologists and tried to mimic her skills, by carefully removing chocolate chips from cookies.

The children were challenged to find out which rock would be the best to create a building which would last for over 200 years. We used a metal knife, a wooden stick and our nails to carry out our test.

From the chocolate sedimentary rocks we made previously, we used heat and pressure to form a metamorphic chocolate rock. Then following an extensive period of time in the fridge during half term, we used heat and pressure to form the chocolate into spheres. Once they had re-solidified, we cut them open to see the layers which we would see in a metamorphic rock.

To reinforce our understanding of rock types, we made our own sedimentary rocks using layers of chocolate.

As part of scientific enquiry, we grouped and classified a selection of rocks based on our own criteria.

We classified rocks as igneous, sedimentary and metamorphic then sorted a selection of cakes and chocolate into the same categories, based on their features, to reinforce our learning. Once we’d correctly classified them, we were able to eat them!