Other · Ofsted letter
Setting
Summary
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- Inspectorssingle source
Anne Feltham
- Postcode verified
NW1 3EN
Deep dive
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In plain English
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Tone of the report
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Reads more warmly than most reports of this type.
How the report reads, start to finish
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Strengths
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- Strong school leaders who know their diverse communities very well and have been successful in bringing parents from these on to the governing body; and also involving them in a range of learning opportunities, both in school and in the wider community: for example, fathers’ visits to the British Museum using public transport. p.1
- The curriculum builds very well on its students’ first language, using this to drive up standards, and has a strong focus on building students’ confidence in their own cultural identities. p.1
- As a result, students are confident and proud of their heritage and languages. p.1
Concerns
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No strong criticism found.
Next steps
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What the report dwells on
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Anatomy of the report
How the report is built, against others of the same type and grade.
- Pages
- 2
- Words of findings
- 343
- shorter than usual (typical 963)
- Reading level
- Hard
- Flesch 41, typical 48
- Average sentence
- 21 words
- Next steps
- 1
- typical 2
- Hedged sentences
- 0%
- “some”, “not always”, “most”…
Where the words go
Full report text
Alexandra House 33 Kingsway London WC2B 6SE T 08456 404040 F 020 7421 6855 www.ofsted.gov.uk
p.1
Ms J Evans Headteacher Netley Primary School 30 William Road London NW1 3EN
p.1
Social Responsibility and Community Cohesion
Thank you for your hospitality and co-operation during our recent visit. We are particularly grateful to you and all your staff for the hard work involved in preparing for the visit and for giving up your time during the visit to meet us. Please pass on our thanks to all those concerned, including your students.
p.1
Social Responsibility and Community Cohesion
The visit provided much useful evidence for the further development of community cohesion. We noted, in particular:
p.1
Social Responsibility and Community Cohesion
Strong school leaders who know their diverse communities very well and have been successful in bringing parents from these on to the governing body; and also involving them in a range of learning opportunities, both in school and in the wider community: for example, fathers’ visits to the British Museum using public transport.
p.1
Social Responsibility and Community Cohesion
The curriculum builds very well on its students’ first language, using this to drive up standards, and has a strong focus on building students’ confidence in their own cultural identities.
p.1
Social Responsibility and Community Cohesion
Teachers’ determination to raise aspirations is a significant strength: for example, taking Bangladeshi-heritage girls to meet medical students from similar backgrounds at a local higher education establishment; and a specific curricular initiative for Somali pupils and mathematics. Educational outings beyond the school widen horizons of students and parents.
p.1
Social Responsibility and Community Cohesion
As a result, students are confident and proud of their heritage and languages. They already contribute well to their school and local communities, and are keen to learn how to contribute to the wider national and international communities. The published survey report will list the names of the contributing institutions in an appendix. Should we wish to cite specific aspects of the good practice observed on this visit in the form of a detailed case study, we will contact you first. We will notify you of the date of publication of the survey report when it is confirmed and provide you with details of any other arrangements to disseminate the survey’s findings.
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