The Ofsted inspection team judged us to require improvement in this area.

Specific comments made about areas for development were:

Raise pupils’ attainment, especially that of the most able pupils, and particularly in mathematics, by:

raising expectations of what pupils can achieve
checking pupils’ understanding, and challenging pupils more when they find tasks too easy.

Pupils’ below average levels of attainment, as shown in their end of Year 2 teachers’ assessments, reflect inconsistency in the quality of teaching and pupils’ progress over time.
Despite improvement in progress at various stages through Key Stage 2, especially in Year 6, some pupils, especially those with most ability, have not always achieved well enough. The average levels of attainment at the end of Year 6 show that achievement requires improvement.
Although improvement continues, observations of teaching and pupils’ learning show some inconsistency in Key Stage 1 and in other parts of the school. In mathematics, insufficient challenge from teachers occasionally impedes the achievement of pupils with most ability.
In Key Stage 1, checks of pupils’ progress and work show that pupils are improving well this year, especially in writing. However, pupils’ learning in mathematics, particularly that of the most able, shows some inconsistency in progress.
Differences in the rates of pupils’ progress over time through Key Stage 2 reflect fluctuations in teaching staff retention.
...some of the most able pupils are not always challenged sufficiently in mathematics and do not achieve well enough.

To be considered \'good\' Ofsted say:

From each different starting point, the proportions of pupils making expected progress, and the proportions exceeding expected progress, in English and in mathematics are close to or above national figures.
For pupils for whom the pupil premium provides support, the proportions are similar to, or above, those for other pupils in the school or are improving.
Progress across year groups in a wide range of subjects, including English and mathematics, is consistently strong and evidence in pupils’ work indicates that they achieve well.
The achievement of pupils for whom the pupil premium provides support at least matches that of other pupils in the school or is rising, including in English and mathematics.
Pupils read widely and often.
Pupils acquire knowledge and develop understanding quickly and securely in a wide range of subjects. They develop and apply a wide range of skills, in reading, writing, communication and mathematics. This ensures that they are well prepared for the next stage in their education, training or employment.
The learning of groups of pupils, particularly those who are disabled, those who have special educational needs, those for whom the pupil premium provides support and the most able, is generally good.
Where attainment, including attainment in reading in primary schools, is low overall, it is improving at a faster rate than nationally, over a sustained period.

SAP 2014-2015