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The call to raise educational standards in the UK has a particular focus on the underachievement of pupils attending schools facing challenging socioeconomic circumstances. In 2017 the Education Policy Institute (UK) reported that the most disadvantaged pupils in England are on average over 2 years of learning behind non-disadvantaged pupils by the end of their secondary education. Contributing to this underachievement is the notion of ‘poverty of expectation’ with some teachers being unambitious in their teaching, failing to challenge their pupils to achieve at the highest levels. In primary science education this is exacerbated by the fact that non-specialist teachers commonly deliver the science curriculum. Lack of confidence and expertise in science can limit knowledge of teaching strategies and approaches required to engage and stretch pupils. The Hope Challenge Model for partnership brings together a university’s Initial Teacher Education programme and urban primary schools facing challenging socio–economic circumstances. It aims to introduce trainee teachers to schools in a way that builds their confidence and nurtures more ambitious teaching for the future. This paper provides insights from an action research study designed to understand the processes and impact of the HCM (an action research cycle in itself) on primary science teaching. Early findings revealed how elements of the HCM approach support the goal of more ambitious science teaching in respect of trainees and importantly and how this rippled out to build the confidence and skills of more established school-based staff.

Enabling ambitious science teachers in urban challenging settings: the Hope Challenge model