Curious Partner Schools

• Each year, the programme focuses on two Bristol schools, based in under-represented communities with the highest levels of educational need.

• Students are given free, high-quality science learning at We The Curious and within their school.

• In 2024/25, we worked with Hannah More Primary School located in Lawrence Hill, and Hareclive E-Act Academy located in Hartcliffe.

• 511 children were directly involved either through visits to WTC or in-school research projects.

Aims

• Provide inspirational hands-on science learning opportunities at We The Curious (otherwise inaccessible due to financial barriers) and within the partner schools.​
• Empower children to design their own environmentally themed research, with the support of diverse industry and academic experts.
• Develop children’s: questioning and investigative skills; their understanding of the research process; and expand their understanding of what science is, the skills you can develop and potential career opportunities. ​
• Strategically develop the We The Curious inclusive school’s programme, deepening and building upon our relationships with partners which will support our goals to increase diverse participation in STEM.

Achievements

Enhancing curriculum learning through science centre visits

473 students visited We The Curious for planetarium shows and curriculum-linked workshops:

• All schools found the visits enjoyable, relevant, and accessible.
• Workshops offered hands-on, interactive learning that’s often unachievable in schools due to a lack of resources or training in specific science areas.
• We The Curious also delivered our ‘Let’s Build’ activity at Hareclive, supporting maths learning through play and exploration of 2D and 3D shapes.
• Teachers and students reported high engagement and enjoyment:

“Year 1 had a blast. They cried when they had to go home.” Teacher, Hannah More

“Thank you so much for today - the children absolutely loved the activity, and it was perfect for what we are learning at the moment” Reception teacher, Hareclive

Developing research and understanding of science

Hannah More

We had 8 sessions with Year 5 students which led to the student-led research: “What is the air quality like inside and outside school?”

The students:

• Installed and used professional air monitors placed around the school to collect data.
• Engaged with a University College London researcher through video Q&A.
• Analysed their findings, which included the playground air quality being very clean despite an expected spike in emissions during bonfire night, and an increase in particulates and carbon dioxide inside classrooms from 10am.
• Created posters and filmed a video presenting their research and recommendations.
• 90% of students reported having a better understanding of science and the research process.
• 81% of students felt like “experts” and 77% felt able to question and critique science.

Hareclive

Early-stage sessions established an Eco Warriors group to explore environmental topics relevant to their school. Unfortunately, the project didn’t progress due to unforeseen circumstances but it was well received by both the students and teachers.

Children feeling heard and valued

Students had space to share ideas, lead on decision-making, and shape their research approach.

At Hannah More, 75% of students felt listened to and their ideas welcomed; this rose to 83% when specifically referring to their work with We The Curious staff - some confidence issues were noted when working independently with peers.

Building environmental awareness and empowerment

Students discussed local environmental issues and explored their power to enact change.

Hannah More

• The chosen research focus of the school's local air quality led to a school-wide assembly with the students presenting their findings and recommendations (e.g. open windows during high CO2 hours, and outdoor lessons).
• The students created poster content using a graphic design platform, Canva, with a local artist; skills some students continue to use at home.
• They met with local Green Councillor, Shona Jemphrey, to ask informed and personal questions, showcasing real-world relevance and impact of their research.

“They have clearly thought about the science behind air pollution and they have some good ideas.” Kevin Hawkins, Head Teacher at Hannah More

Hareclive

• The students brainstormed eco-themed projects such as replanting hedgerows and addressing school littering for recycling education.

“Thank you for taking the time and effort to come in today to work with the children. They really enjoyed it and are so proud of their new notebooks.” Year 1 teacher, Hareclive

Children’s voices shaping future programming

The programme directly informed a number of other initiatives at We The Curious, including (but not limited to):

• Open City Research – which aims to support research that reflects the diversity of knowledge and experiences of our partners, visitors and communities – by reinforcing our commitment to focusing on children’s role in the research process and their freedom to explore their own questions.
• The development of the ‘funded school visits programme' - offering fully-funded visits to We The Curious for schools with high percentages of children on Free School Meals.
• Our elevated relationship with Hannah More led to us running a separate STEM project called 'Rebel Resistors Radio’ with a group of Year 6 girls, where performance artists facilitated sessions with the students to write manifestos, build radios and broadcast their manifesto to other girls nationally.

Conclusion

In it's first year, the Curious Partner Schools programme successfully:

• Enhanced curriculum engagement
• Built research and scientific literacy
• Gave children agency and a platform
• Influenced future programming at We The Curious
• And laid strong foundations for expanding our inclusion efforts.

Subsidising trips to We The Curious is often out of reach for many families, and for some children, this was their first visit to the city centre - let alone a science centre. The significant impact of the programme has led us to expand the scheme into our new ‘funded school visits' programme, giving even more children from underserved communities the chance to engage with science and explore their curiosity.

Feedback makes it clear that to build trust and lasting engagement, we need to work within the communities we aim to serve. This project brought us closer to both schools and their communities, helping us better understand their needs and shape our future outreach activities.

Delivering sessions in familiar, school-based settings helped children from underrepresented backgrounds feel safe and confident to participate. It also addressed a wider gap: the lack of specialist science expertise in many primary schools. Teachers gained insight into using a curiosity-led, child-centred approach to science.

We’re proud of the programme’s first year. The enthusiasm from students and teachers reflects the value they place on our support and collaboration. As we grow our inclusion work and launch new projects, Curious Partner Schools will continue to ensure a broad range of voices help shape what comes next.

If you'd like to read more about our charitable work with schools, communities and children across Bristol, check out some of our other programmes and projects, and ways you can support us: