The Federation of Netley Abbey Infant and Junior Schools


Our role at Netley Abbey Junior School, as teaching staff, is to ensure that your child experiences a rich curriculum with a balance of knowledge and skills.

When planning the curriculum we ensure a range of learning opportunities to engage all children, taking account of their different learning styles. 

Our curriculum is purposeful and meaningful for our children; it aims to teach them skills that they can use to find things out for themselves.  Throughout all subjects, we provide opportunities for educational trips or visits from outside agencies.  Year groups and classes plan topics and units each year to target their new cohort incorporating the skill-based learning objectives. Therefore lessons may look different across a year group and year to year, as we allow each child to ‘be the best you can be!’ Click our year group pages to find out more about learning at Netley Abbey Junior School!

Our curriculum is delivered in line with the current statutory requirements of the National Curriculum. We take an evidence-based approach, utilising the research from the Education Endowment Foundation and a number of other professionals within the field; from John Hattie to Mary Myatt. Our entire curriculum is underpinned by our school’s values and vision, including our use of CLIC:


We provide our pupils a variety of opportunities to enquire and find things out and ask questions

We encourage all our pupils to have high aspirations for their work now and for their lives in the future

Improving Health

We promote emotional awareness and resilience within our pupils


We provide our pupils with a wide knowledge of the diverse world and encourage them to be a part of our community.

If you would like any further information about our curriculum, please feel free to talk to our class teachers in the first instance who should be able to answer any queries. Alternatively, you can direct any questions to Mrs Rosie Earle, Federation Director of Teaching and Learning.