A new UK-wide report, The State of Primary Science in the UK (2025), provides the most up-to-date picture of primary science teaching and leadership since the Wellcome Trust’s 2017 baseline. Conducted by ImpactEd Group and commissioned by PSTT with The Ogden Trust and SEERIH (The University of Manchester), with support from the Comino Foundation, the study draws on responses from more than 1,200 teachers across the four nations.

The findings show encouraging progress in school-level leadership and provision, alongside clear areas that need attention:

• 96% of schools now have a designated science leader (up from 91% in 2017).
• Weekly science lessons are reported in 96% of schools (up from 75%).
• Teacher confidence has declined since 2017 from 96% to 79% among science leaders and from 79% to 72% among other teachers.
• Fewer teachers report access to mentoring, regular science meetings or subject-specific CPD.

Schools with a science leader report stronger provision overall, including more frequent science teaching, better access to resources and a stronger sense that science is valued in school culture.

Martin Pollard, CEO of the Primary Science Teaching Trust, said:

“It’s well established that children benefit from a strong science education starting in their earliest years in school. This report highlights the difference that can be made by strong science leadership, as well as the importance of all teachers having enough time, training and support to deliver high-quality primary science teaching.”

Professor Lynne Bianchi, Director of SEERIH, commented:

“There’s much food for thought from new data presented in this report. It’s now time for each of us – whatever role we are in – to reflect on what this means for us, so that ultimately we achieve high-quality learning outcomes for every primary science learner.”

Clare Harvey, Chief Executive of The Ogden Trust, added:

“Confident teachers are crucial in developing young learners to believe they can be scientists. It is essential that teachers can access professional development that is feasible to implement in the classroom and that school leadership enable science to flourish.”

PSTT, The Ogden Trust and SEERIH welcomed the findings and reaffirmed their shared commitment to supporting high-quality primary science across the UK.

The full report and supporting documents are available here: The State of Primary Science in the UK (2025)