This article reports the main findings from a Review commissioned by the Wellcome Trust into science in primary schools. On the basis of those findings, it is argued that the current approach to primary science and the drive to raise standards in literacy and numeracy are turning pupils off science in primary schools, the fallout of which can be seen in secondary, further and higher education. The authors' interpretations of the findings of the Review lead them to argue that the current approach to primary science in schools is not fostering scientific thought and curiosity to the extent that may be possible. The major problem lies in the way in which the results of the current assessment procedures in schools in England are used. The authors think that there is an argument for a careful reconsideration of the current approach to the teaching and assessment of science in English primary schools. They recommend a four-stage strategy: (1) the need of a national debate about the purpose of science in primary schools; (2) establish the evidence base; (3) develop new approaches and trial them; and (4) the efficacy of new and existing programmes should undergo scientific evaluation involving randomised controlled trials. (Contains 2 figures.)