Holt Primary School is a village school in which teachers work as a team within a climate of respect and trust. The teachers were fortunate to take part in the Bath Spa TAPS (Teacher Assessment in Primary Science) research project, which also overlapped with undertaking Gold PSQM (Primary Science Quality Mark). As a result, teacher confidence in facilitating practical, child-led enquiry and pupil engagement in science increased, enabling teachers to trial and develop school-wide systems for assessing and tracking pupil progress. They used the TAPS pyramid to audit assessment strategies, at both class and school level. Adopting a range of Assessment for Learning (AfL) strategies was at the centre of the school-wide development. As a result of this, teachers found that they were no longer reliant on bolt-on summative assessment systems, as they were more familiar with the curriculum and aware of progression, and so were ready to begin moderating to validate assessment judgements and ensure consistency across the school. Prior to this developmental work, moderating activities had little significant impact and were often perfunctory, providing little critical feedback. In this article, the author discusses how moderation of working scientifically is developing in her school.