Skip to content

Help us get it right

Sign in (free) to send feedback, so we can tell you when it's fixed.

Other · Ofsted letter

Setting

Inspected — · published 27 Mar 2009

Help us get it right

Sign in (free) to send feedback, so we can tell you when it's fixed.

Original PDF ↗

Summary

No overall grade in this framework

Anne Feltham

What we read, and from where

Click a reading to see it highlighted in the report.

  • Inspectorssingle source

    Anne Feltham

  • Postcode verified

    NW1 3EN

Page 1 of 2
Page 1 of the report

Deep dive

What this report says

In plain English

Join free to get a short, plain-English summary of any report.

Tone of the report

How positive or critical the inspectors' language is, from the words they chose. No AI involved.

+86Very positivemore positive than 96% of reports of this type

Reads more warmly than most reports of this type.

Praisevery wellstrongsuccessfulstrengthconfidentproudkeen

How the report reads, start to finish

Every paragraph in order, sized by length. Tap one to see it on the page.

Findings positive critical

Strengths

Quoted from the report. Tap to see it on the page.

Concerns

Quoted from the report. Tap to see it on the page.

No strong criticism found.

Next steps

Quoted from the report. Tap to see it on the page.

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.

p.1

Discuss this inspection

Members compare notes on inspectors and inspections here. Join free to read and post.

Join the discussion