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 2017-2018
Classroom Practice – Teaching and Learning Priorities
- To ensure all children make accelerated progress through high quality teaching, feedback and marking
- To improve children’s reading comprehension, oral and written communication through targeted opportunities for language acquisition
- To improve attendance, achievement and pupil wellbeing through stronger parent engagement in children’s learning
Policy Development – Whole School Priorities
- To write an English Policy and develop practice that supports consistently good or better teaching of English across the school
- To refine assessment policies including teacher/ cluster moderation and analysis of data
- To develop a transition policy for Early Years and consistently good practice
- To nurture resilient and reflective pupils through the rights respecting articles and British Values
Winning Classrooms – What will you see in the classrooms?
The whole school big question: Who do I want to be?
Learning environment is an organised inspiring space
- Reading is celebrated – inviting book corners
- Technology and the arts used effectively
- Visual supports, work stations and word/working walls
- Secure subject knowledge and teaching develops pupils’ knowledge, skills and understanding
- Pupil participation strategies are effectively used eg. talk partners, rehearsing and P4C strategies
- The task match needs /challenges appropriately
- Learning is supported with use of key vocabulary, practical resources and working walls
- Open ended questions are used to get learners to think and articulate appropriate responses
- Children’s understanding is assessed in the lesson and they make progress by end of lesson
- Books are marked to inform planning and next steps
The Netley Ethos
- A diverse and inclusive school
- Commitment to the Rights of the Child
- Attendance is important
- Every child is encouraged to be creative and curious
- Our children take responsibility for their own learning
- We use our environment to support our learning
- We work with other partners to enrich our learning
- Parent engagement is valued and actively encourage