Pupils are proud of their school values ‘ready, respectful and safe’. They say that staff expect them to ‘work hard’, ‘try their best’ and ‘respect others’. Pupils do their best to meet these expectations. Staff are consistent when they promote positive behaviour. They set clear boundaries about what is safe and acceptable. Pupils say they feel safe and bullying ‘does not really happen now but it did in the past’. Pupils say they know what is expected of them now and staff deal consistently with any unacceptable behaviour. Pupils welcome visitors with a smile and hold doors for others. Pupils move around the school in an orderly manner and treat each other with respect and consideration. Some pupils say the nurture curriculum helps them to understand their emotional and behavioural needs. As a result, these pupils are developing their self-regulation skills. Pupils relish the responsibilities they hold, for example being ‘behaviour champions’. Pupils put equipment out for physical education lessons or look after each other at break time. Many parents and carers who shared their views with inspectors were extremely positive about the education and care their children receive. One parent shared the views of many when writing: ‘All the staff are friendly, positive and caring. They ensure the best education is given to the children.’ What does the school do well and what does it need to do better? The school has been through a period of turbulence since the last inspection. There have been many changes in staffing and leadership, including governance. This turmoil led to a decline in standards, behaviour and outcomes. The local authority provided effective support and guidance. Leadership and staffing are now stable and morale is high. The curriculum leader has designed an ambitious curriculum, which is suitable for all pupils. All subject leaders share her aim of wanting pupils to be independent and reflective learners. The curriculum structure enables pupils to revisit aspects of each subject by building on prior learning. For example, in history, children in Reception learn about life in the past. An educational visit to a railway museum helped Year 2 pupils understand how local heroes have changed the world. In key stage 2, pupils study historical events and people over time and from the wider world. Subject leaders use their expertise to identify the crucial knowledge that pupils need in each year group. Teachers check in every lesson, in all subjects, what pupils have Inspection report: Percy Main Primary School 8 and 9 March 2022 2 remembered from previous learning. This helps staff to identify any gaps in pupils’ knowledge then adjust tasks to help pupils catch up quickly. Children who are two years old get off to a good start. They access a creative learning environment indoors and outside. The curriculum builds on what children know and can do as they move to Nursery and then Reception classes. Leaders focus on developing communication, language, literacy and mathematical skills. High-quality storybooks and story sessions instil a love of reading. Children are exposed to a language-rich environment. Adults and children share positive relationships. This helps to develop children’s self-confidence and self-esteem. Leaders prioritise early reading and phonics from Reception. All staff are trained to deliver phonics. There is a consistency in the resources and teaching methods that staff use. Children who are in the earliest stages of reading have books which match the letters and sounds that they know. This helps them to become confident readers. However, during phonics sessions, staff use different approaches to teach pupils how to write letters of the alphabet. This variability means that some pupils are slow to develop fluency in writing. Leaders have identified where some pupils in key stage 2 struggle with their reading. The additional reading sessions are helping pupils to catch up quickly. Leaders provide effective support and resources for pupils with special educational needs and/or disabilities. The special educational needs coordinator (SENCo) makes sure that support plans enable class teachers to adapt lessons to meet pupils’ needs. In this way, the curriculum is ambitious for all pupils. Leaders and staff access high-quality training and gain secure subject knowledge across curriculum subjects. Mathematics and English leaders work closely with local learning ‘hubs’. In early years, children develop a secure understanding of number facts. Key stage 1 pupils build on this to calculate and develop mathematical fluency. In key stage 2, pupils apply the mathematics they know to use in real life situations. Leaders promote pupils’ character development through a comprehensive personal, social and health education (PSHE) curriculum. Through lessons, stories and songs they are aware of personal differences. Pupils say that they understand that all actions have consequences. Pupils talk confidently about healthy relationships, diversity and equalities. They are knowledgeable about the fundamental British values, such as respecting different faiths and understanding democracy. Pupils are encouraged to share their views and ask questions in respectful ways. The breakfast club offers pupils a healthy meal and a prompt start to the school day. Most pupils attend school regularly and arrive on time. Leaders work well with families to tackle persistent absenteeism. However, a small proportion of pupils arrive after lessons have begun. This means they regularly miss the beginning of their first lesson of the day. For children in Reception, or pupils in key stage 1, this is usually a phonics lesson.