At Netley, we are very welcoming of visitors to the school and value the feedback we get from people that have visited and experienced Netley first-hand. Here are some recent quotes from people that recently visited the school:
“My son loves school and his teacher. His teacher makes very interesting comments that motivate him.”
“Amazing. The school was full of energy, life, purpose, arts … I am inspired on so many levels. WELL DONE! ”
“Woodlands has improved my son’s confidence a lot, he’s more confident and happy here. I love in the mornings, seeing him running into school and he’s always happy to see all the Teachers and TAs. For us the main thing is how happy he is.”
About Our School
Netley Primary School is an inclusive school, exuding a warmth and generosity of spirit that comes from our happy children and diverse school community.
Netley Street School opened its doors to children in 1883 and all through its history the school has worked hard to improve the achievements of its pupils. In 1971 a brand new building was opened to provide early years provision. In early 2000, Camden identified a growing need to offer specialist support for children with Autism. The first purpose built resource base for children was opened four years later.
The school is now within Netley Campus, a state of-the-art learning environment for children and adults. We have 450 children, including Woodlands - an outstanding centre for 24 children with Autism. In 2014 OFSTED judged both Netley and Woodlands as ‘Good’ in all categories. We are also excited to be enhancing our offer further, by opening a new centre for two year olds and a Science Lab in the near future.
Key Priorities for 2016-2017
Classroom Practice – Teaching and Learning Priorities
- To ensure all children make accelerated progress through high quality teaching, feedback and marking.
- To raise pupils’ progress in Reading through improved comprehension skills and written communication of views and author’s intention.
- To build strong parent engagement and raise expectations in children’s learning so as to improve achievement and pupil wellbeing.
Policy Development - Whole School Priorities
- To review the marking policy to ensure all children can access and make progress from response marking.
- To refine assessment procedures, including teacher/ cluster moderation and analysis of data.
- To nurture resilient and respectful pupils through the rights respecting agenda – work towards RRS Level 2 award and the Autism Accreditation.