How to Plan a STEM Day at Your School

How to Run a STEM Day in School Without Losing Your Mind

STEM days are brilliant when they work. Pupils doing something genuinely hands-on. Staff watching children who normally coast suddenly light up. A buzz in the corridors that lasts well beyond home time. But the gap between a STEM day that works and one that descends into logistical chaos is entirely down to planning.

This guide covers stages to consider when planning a STEM day, from discussing dates to reviewing the event. Adapt the sequence to the school’s approval process, the provider’s live availability and the scale of the planned day.

Plan Early and Work Backwards from the Date

There is no universal lead time. Start early enough for the school’s approvals, live provider availability, staff briefing, purchasing and cohort-specific planning.

Set the Date

Check the school calendar properly. Not just for obvious clashes like parents' evenings and residentials, but for the things people forget: photographer days, flu vaccinations, Year 6 booster groups, the day half your Year 4 class goes to swimming. A STEM day works best when every pupil in the target year groups is actually in the building.

Avoid the last week of term. Staff are exhausted, routines are looser, and you will not get the engagement you need from either adults or children. The first half of a half-term tends to work well. Pupils are settled but not yet tired.

If you are booking an external provider, ask for live availability for all suitable dates. Do not assume a weekday has better availability without checking.

Choose Your Year Groups

You have three options here:

Whole school. Every year group, Reception to Year 6. Maximum impact but requires more space, more staff awareness, and usually more than one facilitator. Works well if you are using a provider who can bring a team.

Key stage focus. KS2 only, or KS1 only. Easier to manage, fewer transitions, and you can go deeper with each group. A good option for your first STEM day.

Targeted year groups. Perhaps Year 4 (to support electricity in science) and Year 6 (to stretch their computing before SATs). This lets you tie the day directly to curriculum content those year groups are covering that term.

There is no wrong answer, but be honest about your capacity. A whole-school STEM day for a three-form-entry primary is a serious logistical exercise. If this is your first one, start with a key stage or selected year groups. You can always scale up next time.

Set Clear Objectives

"Give the kids a fun day" is not an objective. It is a hope. And it will not help you justify the cost to your headteacher or governors.

Good objectives are specific:

• Cover the Year 4 computing objective on understanding computer networks through a hands-on cybersecurity workshop
• Give Year 5 and 6 pupils physical computing experience that your weekly computing lessons cannot currently provide
• Provide informal CPD for staff by having them observe specialist-led sessions in computing, science, or DT
• Create a memorable experience that raises the profile of STEM subjects across the school

Write these down. You will need them for your proposal to SLT, for your parent letter, and for evaluating whether the day was actually worth it.

Allocate a Budget

More on this in the budgeting section below, but at this stage you need a ballpark figure. Talk to your business manager or headteacher and establish what pot the money is coming from. If you leave this conversation until four weeks out, you will discover that the budget has already been spent on something else.

Possible sources depend on the school’s rules and the funder’s current terms. Check permitted use and evidence requirements before committing school funds, Pupil Premium, PTA contributions or a grant. Our guide to funding STEM workshops explains the checks to make; no route is guaranteed.

Confirm the Delivery Plan

Book Your Provider (or Organise DIY)

If you are running the day yourself using staff expertise, this is when you need to finalise who is running what, confirm they have the resources, and check that nobody has quietly volunteered for something they do not actually know how to deliver.

If you are booking an external provider, check current availability and complete the school’s vetting and approval process before confirming. No generic minimum lead time or preferred date can be guaranteed.

When choosing a provider, ask these questions:

• What safeguarding and vetting evidence applies to the personnel assigned to your booking? Ask how the provider will supply evidence for the school's checks.
• What qualifications and school-delivery experience does the assigned person have? Ask for evidence relevant to the activity and cohort. QTS is not a universal requirement for workshop delivery. Hyett Education’s team information is contextual; the assigned instructor’s relevant qualifications are confirmed in the booking documentation.
• Do you provide curriculum links for each session? (Vague claims of being "curriculum-aligned" are not the same as specific mappings to National Curriculum objectives.)
• What equipment do you bring and what do we need to provide?
• What is your cancellation policy?
• Do you provide risk assessments?

Confirm the Timetable

This is where STEM days live or die. A timetable that does not account for break times, lunch, assembly, and transition time between groups will collapse before 10am.

Work with your provider (or your internal team) to build a realistic timetable. Allow:

• 5 minutes between sessions for transition and equipment reset
• Full break and lunch times (do not compress them; staff and pupils need the rest)
• A buffer at the start of the day for setup
• Time at the end for pack-down

Three common timetable models are detailed in the next section.

Brief Your Staff

Do not assume a quick mention in the Monday morning briefing is sufficient. Staff need to know:

• Which year groups are involved and when
• Where sessions are taking place (if classrooms are being used, the usual occupants need to know)
• What is expected of class teachers during sessions (observing? supporting? using the time for PPA?)
• Any changes to the normal timetable, including break and lunch supervision rotas
• Who the external provider is and what they look like (if applicable)

A one-page briefing sheet works well. Send it by email, put a copy in the staffroom, and mention it in briefing. Some people will still not read it, but at least you have tried.

Send Parent Letters

Parents need to know what is happening, especially if the day involves any technology their children might talk about excitedly at home without much context. A good parent letter covers:

• What is happening and why
• Which year groups are involved
• Whether there are any costs (and if so, whether these are voluntary contributions or charged)
• What their child should wear (normal uniform? PE kit for anything physical?)
• A photo permission reminder if the provider will be taking photographs

Keep it short. Nobody reads a two-page letter about a STEM day.

Check Logistics

This is the boring-but-essential stage. The decisions you make here determine whether the day runs smoothly or whether you spend it apologising to the caretaker.

Room Layout and Space

Walk through every space you plan to use. Check:

Power and connectivity. Requirements differ by workshop and format. Confirm the exact number and location of power points, internet access and any permitted extension-lead arrangements with the provider before the day.

Table arrangements. Most STEM workshops work best with tables arranged in groups of four to six, not in rows. If you are using the hall, check that there are enough tables and chairs. If you are using classrooms, confirm with class teachers that the furniture can be rearranged (and who is putting it back afterwards).

Floor space. Drone workshops and some robotics activities need clear floor space. That means pushing tables to the edges or using the hall. Measure the space and share dimensions with your provider.

Display boards. If you want pupils' work displayed afterwards, have boards cleared and ready. Do not leave this until the day itself.

Internet access. Some workshops require Wi-Fi. Check your guest network is working and that you have the password ready. Providers should not need access to your main school network.

Share Risk Assessments

Ask the provider for the activity risk assessment in time for the school’s review. The school retains its normal on-site duties and should clarify anything that is unclear before delivery.

If you are running activities yourself, write your own risk assessments. This is particularly important for anything involving electricity, small components, or activities in the hall where trips and slips are more likely.

Confirm with the Provider

A quick email or call to confirm:

• Arrival time
• Parking arrangements (providers turning up with a van full of equipment need somewhere to unload)
• Entrance to use (not the main reception if they are carrying heavy kit through)
• Who their point of contact is on the day
• Final participant numbers (so they bring enough equipment)
• Any pupils with additional needs they should know about (mobility, sensory, behavioural)

Complete Final Preparations

Staff Briefing

One more briefing, this time with specifics. Share the final timetable, confirm room allocations, and remind staff of their roles during the day. If teaching assistants are expected to stay with their classes during workshops, say so explicitly. Nothing derails a session faster than a TA disappearing to do a display because they assumed the facilitator did not need them.

Pupil Groupings

If classes need to be split into smaller groups for workshops, sort the groupings now. Class teachers know their pupils. Let them decide the groups rather than doing it alphabetically. Separate the pupils who will distract each other. Ensure each group has a mix of abilities if the activity calls for it.

If you are mixing pupils from different classes (for example, half of 5A and half of 5B in each session), make sure class teachers have agreed this and that pupils know which group they are in before the day.

Display Prep

If you want to make the day feel like an event, prepare some simple displays in corridors or the entrance hall. A "STEM Day" banner, some vocabulary posters related to the workshops, maybe a question board where pupils can post things they want to find out. This takes 30 minutes but transforms the feel of the day.

Pupil Preparation

Brief pupils in a way that suits the cohort. Explain what will happen, identify the equipment they may use and include any information needed for reasonable adjustments. A photo on the whiteboard may help some pupils prepare.

Day of the STEM Day

Arrival and Setup

If you have an external provider, meet them at the door. Show them the spaces, point out toilets, offer them a cup of tea. These are small things, but facilitators who feel welcomed deliver better sessions.

Setup time and arrival arrangements depend on the workshop, format, access and space. Agree the actual arrival, unloading, setup and room-access times with the provider in advance, including any breakfast-club use.

Session Delivery

Agree staff roles before the session. The assigned instructor leads the workshop, while school staff retain the supervision, safeguarding and pupil-support responsibilities stated in the booking arrangements.

What you should do:

• Observe. Watch how the facilitator explains concepts. Note any techniques you could use in your own teaching.
• Support. If a pupil is struggling and you know them better than the facilitator does, a quiet word or some targeted support is helpful.
• Record. Where the school’s consent, safeguarding and photography policies allow, capture evidence relevant to the learning objective and the school’s own evaluation. A workshop does not determine an inspection outcome.

Lunchtime Reset

If morning and afternoon sessions use different groups, confirm whether the assigned instructor needs access to the space at lunchtime to reset equipment. Agree access and any meal arrangements directly rather than assuming them.

Afternoon Sessions

Energy dips after lunch. This is true for both pupils and adults. A good facilitator adjusts their delivery: more movement, shorter input, quicker transitions to hands-on work. If you notice energy flagging, suggest a quick brain break between sessions.

Pack-Down

External providers should leave your school as they found it. Tables back in place, floors clear, no stray cables or components. Check the spaces before they leave. If anything needs attention, it is easier to sort out while they are still on site.

Feedback Collection

Collect feedback while the day is fresh. Three sources:

Pupils. A simple "what did you learn?" and "what was your favourite part?" questionnaire works for KS2. For KS1, ask class teachers to capture a few verbal responses.

Staff. A quick form (five questions maximum) for any member of staff who observed or supported a session. Ask about pupil engagement, curriculum relevance, and whether they picked up anything useful for their own teaching.

Provider. If written feedback is included in the agreed format, review it alongside the school’s own evidence. Do not assume a follow-up report is included unless it is stated in the booking documentation.

Timetabling Models

Getting the timetable right is the single biggest factor in a successful STEM day. Here are three models that work.

Model 1: Rotation (Best for Whole School)

Year groups rotate through different workshop stations. Each group gets multiple experiences across the day.

How it works: Set up three or four workshops in different spaces (hall, classrooms, outdoor area). Year groups rotate on a fixed schedule, spending 50 to 60 minutes at each station.

Advantages: Every pupil experiences multiple workshops. Creates variety and maintains engagement. Efficient use of facilitators.

Challenges: Requires enough spaces and enough facilitators to run concurrent sessions. Transitions need to be tightly managed. Works best with an external provider who brings a team.

May suit: schools comparing several STEM topics, provided the supplier confirms the available team, capacity, spaces and concurrent formats. The current STEM-day information does not promise four concurrent workshops unless they are in the written booking.

Model 2: Year-Group Focus (Best for Targeted Impact)

Each year group has a dedicated session, typically 90 minutes to two hours. Only one workshop runs at a time.

How it works: One facilitator delivers the same workshop (or variations of it) to each year group in sequence. Year 3 from 9:00 to 10:30, Year 4 from 10:45 to 12:15, and so on.

Advantages: Simpler logistics. Only one space needed. The facilitator can tailor the session more carefully for each year group. Deeper learning because sessions are longer.

Challenges: Pupils only experience one type of workshop. The facilitator delivers the same session multiple times, which requires stamina. Other year groups are doing their normal timetable, so the day feels less like an "event."

Best for: Schools with limited space, or those targeting a specific curriculum area (for example, a day focused entirely on computing using robotics workshops to cover programming objectives).

Model 3: Whole-School Carousel (Best for Impact and Community)

The entire school runs on a STEM timetable for the day, with every year group doing something STEM-related at all times.

How it works: External facilitators run specialist workshops for some year groups while class teachers deliver their own STEM activities with other year groups. Everyone rotates. By the end of the day, every pupil has done at least one specialist session and one teacher-led activity.

Possible advantages: A mixed model can involve the whole school and combine staff-led sessions with specialist input. Compare actual staffing, reach, learning objectives and current costs before deciding whether it is suitable.

Challenges: Significant coordination. Class teachers need to prepare their own activities, which means planning time and resources. Quality can be inconsistent between specialist and teacher-led sessions.

Best for: Schools that want a genuine STEM culture shift, not just a one-off event. Works particularly well when combined with a CPD session for staff so teachers feel equipped to deliver their sessions confidently.

Budgeting for Your STEM Day

STEM-day costs vary by school, date, delivery model and activity. Build the budget from current school figures and written supplier quotes.

Build a Current Budget

External provider: Use a current written quote for the required date, location, workshop and capacity. For Hyett Education, use the live quote engine and check VAT, equipment for the booked format, the activity risk assessment and the school’s stated setup duties.

External provider with multiple instructors: Obtain a current written quote for the required team, products, capacities and date. Confirm whether concurrent delivery is available and compare VAT, inclusions and school responsibilities; there is no reliable generic price range.

DIY STEM day: Price current staff time, consumables, equipment, devices, storage, charging, licences and training for the activities selected. Do not rely on generic class-set or materials estimates.

Hidden costs: Cover for the organiser if they need time out of class to manage logistics. Printing for parent letters, certificates, display materials. Refreshments for visiting providers.

Funding Sources

School budget. Check whether the school has an appropriate approved budget line and whether the proposed activity meets its rules. Do not assume every school has an enrichment allocation.

Pupil Premium. It may be appropriate where the school’s evidence-based strategy and current DfE guidance support the spend. Identify the intended outcome, confirm actual participation and evaluate impact; a STEM day does not automatically qualify. More on the required checks is in our funding guide.

PTA funding. A PTA may choose to support a STEM day. Give the committee a current costed proposal, the intended pupil experience and the school’s plan for evaluating it; approval is not guaranteed.

External grants and funded programmes. Check each funder’s current eligibility, permitted use, dates and application route. Ask whether an externally funded workshop route is open at the time of enquiry; eligibility, availability and award are not guaranteed.

Local business sponsorship. A business may consider a proposal, but funding is not guaranteed. Follow the school’s procurement, safeguarding, advertising and brand-permission rules before promising logo use or publicity.

Common Mistakes (and How to Avoid Them)

Trying to include every year group on day one. Start with a key stage. Do it well. Expand next time.

Not briefing staff properly. The most common feedback after a disappointing STEM day is "the teachers didn't know what was expected of them." Brief them twice. In writing and in person.

Leaving availability unchecked. Ask for live availability as early as your planning permits, but do not rely on a generic months-in-advance rule. No date is guaranteed until the booking is confirmed.

Ignoring break and lunch times. Compressing break times to squeeze in an extra session always backfires. Pupils and staff need breaks.

Accessibility planning. Share the minimum necessary cohort information through the agreed secure process and plan reasonable adjustments with the provider and school staff. Hyett Education has experience in SEND and SEMH settings, but no provider should promise that one format will meet every pupil’s needs without cohort-specific planning.

No follow-up. The STEM day ends and everyone forgets about it by the following week. Avoid this. Display pupils' work. Share photos in the newsletter. Reference the day in future lessons. Ask Year 6 in their computing lesson: "Do you remember when you programmed the robots to use sensors? That is what variables do."

How Hyett Education Can Help

An external provider can take responsibility for the specialist delivery stated in the booking, while the school retains its approval, safeguarding, supervision, accessibility and on-site duties.

Hyett Education confirms the booked format, its specialist equipment and activity risk assessment before delivery. The school remains responsible for its normal on-site duties, agreed space, furniture, power, supervision and any cohort-specific arrangements. Confirm the division of responsibilities in the booking documentation.

Hyett Education’s delivery records include a range of school types, including SEND, SEMH and alternative-provision settings. The assigned instructor’s qualifications, experience and vetting status are confirmed in booking documentation; adaptations are planned with the school for the actual cohort.

Each session identifies relevant curriculum links. The assigned instructor’s vetting status is confirmed in the booking documentation, with evidence available through the school’s verification process. A follow-up summary can contribute to the school’s own records, but no workshop guarantees or determines an inspection evaluation.

Book a STEM Day or get in touch to discuss your school's needs.