The complexity of scientific concepts requires contextual knowledge that is often beyond the experience of young children. As someone new to the teaching profession, Georgie Orme sought out ways to make science more relevant and meaningful to children's lives. This article outlines an action research project that explored how she could use stories in science teaching to support the development of scientific enquiry skills. new ideas. In line with the United Nations Convention on the Rights of the Child, which outlines children's right to a voice, this action research project was rooted in the engagement of children as co-researchers (NSPCC Learning, 2017). The project was conducted in a large primary school, alongside six, year 1 (ages 5-6) co-researchers. It was built upon the assumption that, through using stories to provide a context and structure and to nurture children's initial ideas, practitioners may promote scientific enquiry in a way that develops 'working scientifically' skills and introduces science as a subject of wonder, excitement and new ideas.