Science lessons do not have enough focus on the practical side of the subject, according to a new Ofsted report. 

Teenagers were acquiring good grades at science GCSE, but as the qualification features little testing of the practical element, those in science teaching jobs consequently focussed more on the theoretical side of the subject. 

This proved to have repercussions on the number of students who chose to continue science through to AS or A-level, as they lacked the necessary skills to flourish. 

Primary schools were also seen as not spending enough time on science, deeming it as inferior to other subjects.

Ofsted visited 180 schools and reported that standards of science were not good enough in more than a quarter of those visited. They also found that while the intention to perform practical experiments was there, in practice it was not possible due to timetabling constraints. 

Indeed, some secondary schools were allocated less than one-fifth of the weekly timetable to teach the triple science GCSE syllabus, so as a consequence only the "necessary minimum" practical work was carried out.

Ofsted said: "Opportunities for illustrative and investigative scientific enquiry were limited, and so was the achievement of students."

Sixth-form science teachers told Ofsted that they become acutely aware of students' lack of practical skill at A-level, and had to juggle teaching a more demanding science syllabus while bringing the students up to speed with what they should have learnt at GCSE. 

Because of this gap in knowledge, many students do not continue the subject into sixth-form. 

The report said: "Despite some 316,000 students nationally achieving two or more good GCSE grades in science in 2010, only 80,000 went on to study one or more advanced level sciences in 2012." 

It also commented that the number of girls deciding not to pursue the subject to advanced level was "alarmingly high", with Ofsted saying that perceptions over gender must be challenged.

As someone looking for science teaching jobs, have you found it difficult to juggle both theoretical and practical teaching of science?