In 2011, OFSTED produced its triennial report, "Successful Science" (OFSTED, 2011), celebrating the successes of science in English schools over the previous three years and informing educators of what things still needed to be addressed. The Primary Science Quality Mark (PSQM, www.psqm.org.uk) was highlighted as helping to address many of these identified challenges. OFSTED noted the impact the PSQM was having on raising the profile of science in schools and providing a clear framework to bring about change and improvements. It was also helping with the increased focus on enquiry in those schools taking part in the scheme. This article discusses whether, over the last three years, these challenges have changed. The latest report, "Maintaining Curiosity" (OFSTED, 2014) raises some similar and some new concerns. It is concluded that educators still need to work hard to make science increasingly more enquiry-based and to allow time for their pupils to be curious, to explore and to try things as they go through their lives. Once children are given these opportunities, it is often "maintaining energy" that is required. With the increased focus on literacy and numeracy, both reports also note that science has lost status. Both England and Wales have a hard task ahead in tackling science in the face of trying to raise attainment in these other two subject areas that dominate the curriculum.