This article is an analysis of data from teacher nominations of their chosen student scientist of the year. With seven years of the School Physicist of the Year (SPOTY) data to draw upon, several trends and patterns emerge that allow critical reflection on local science interventions during that time. Findings include an increasing profile for primary science, but also a lack of young female student nominations in the primary education phase. The authors consider evidence of any shift in primary teacher perceptions of what science is, who science is for, and how primary science is valued across the city of Stoke‐on‐Trent.