Riverside School

Riverside School

Address: White Hart Lane, Wood Green, London, N22 5QJ Unique reference number (URN): 102178

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Attendance and behaviour Strong standard

Pupils attend school very well, despite the barriers that they may sometimes face. Leaders have an accurate, detailed understanding of attendance patterns. They make highly effective use of the information available to them, including, for instance, analysing information at whole-school, group and individual level. As a result, trends in pupil absence are well understood and used effectively to inform leaders' actions. Leaders remove barriers through highly tailored, timely and appropriate adjustments, such as phased returns, transport support, daily contact, translation services and intensive multi-agency working. There is a notable improvement in attendance for pupils who were previously severely or persistently absent. Families engage positively because expectations are promoted clearly and consistently, anchored in trusting relationships and sensitive support and challenge.

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Attendance and behaviour Strong standard

Leaders have established high expectations around behaviour. This work is based on healthy relationships, clear routines and helping pupils to manage their emotions. The school's expectations are consistently reinforced by staff who act as positive role models. Across the school, pupils follow routines well, move calmly around the site and interact harmoniously with peers during lessons and social times. Pupils demonstrate growing self- regulation, using taught strategies to manage emotions, communicate needs and resolve difficulties with support. Pupils model respectful behaviour and consideration for others. As a result, pupils have very positive attitudes to their learning. Any behaviour concerns are managed with swift and effective approaches.

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Personal development and wellbeing Strong standard

Leaders have created a personal development curriculum that enables pupils to feel valued, demonstrate confidence and have pride in their achievements. As a result, pupils are supported well to develop healthy self-esteem. Positive relationships between pupils and staff are a clear strength and underpin pupils’ willingness to engage positively with adults, visitors and the wider school community. The school’s strong pastoral systems ensure that pupils feel safe and know who to communicate with if they have any worries. This includes pupils who are non-verbal communicators.

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Personal development and wellbeing Strong standard

The school has adopted a comprehensive programme of learning for personal, social, health and economic (PSHE) education and this meets statutory requirements. Pupils learn about the protected characteristics, for example race and gender, and the fundamental British values, such as tolerance and the rule of law. They learn these at a stage-appropriate level and key ideas are taught and repeated as pupils progress through school. This helps pupils to recall previous learning effectively. It also helps pupils to connect new knowledge with what they already know and apply it across their learning and behaviours. For example, during a picnic activity, pupils put into practice what they had learned from previous visits in the local community and their lessons in food technology. Through PSHE lessons and dedicated computing lessons, pupils also learn how to keep themselves safe online. Pupils are well supported to develop their social, moral, spiritual and cultural understanding.

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Personal development and wellbeing Strong standard

The school's 'team spirit' offer ensures that pupils benefit from a wide range of extra- curricular activities. Their take up of these activities is high, including for disadvantaged

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Expected standard

pupils. There are also numerous educational visits and residential visits, including one to Slovenia. The comprehensive careers programme gives pupils the opportunity to find out about different jobs and careers. All pupils can experience work-related learning in ways adapted to their individual needs. Leaders have built up links with local employers to support their work in this area. Pupils are very well prepared for adulthood and their transition to further education, work and independent living.

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Achievement Expected standard

Leaders check on pupils' foundational knowledge when they join the school in order to organise and provide a curriculum tailored to the individual needs of each pupil. As a result, pupils generally make positive progress from their starting points, including with securing important foundational knowledge in language and mathematics. In other curriculum areas, too, pupils build knowledge and understanding securely overall. Pupils, including those who are disadvantaged, are typically ready for the next stage of their education.

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Achievement Expected standard

The school aims for pupils to 'learn to live their lives to the full'. The breadth and variety of the curriculum, including educational visits, ensures that pupils are prepared for life after their time at this school. Pupils routinely benefit from appropriate opportunities to progress in their learning and development, both now and in their future studies or training. Many pupils go on to study at college. Very few pupils do not secure suitable next steps in education, training or employment by the end of their time at Riverside.

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Inclusion Expected standard

Leaders have secure systems in place to identify the needs of all pupils in the school. When pupils join, leaders work closely with pupils' previous schools, parents and carers, and healthcare professionals to ensure that pupils make a smooth transition to Riverside. Leaders have a clear understanding of the barriers each pupil faces in their learning, and they address them quickly, thereby enabling pupils to achieve well overall.

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Inclusion Expected standard

Leaders continually review pupils' needs and what support is in place. For example, regular meetings between leaders, staff and external professionals enable the school to evaluate the needs of the most vulnerable pupils, review their progress and adapt teaching and support strategies as necessary. Staff receive the training they need to adapt their teaching in response to checks on pupils' progress and outcomes. This ensures that pupils' changing needs are understood and met.

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Inclusion Expected standard

Additional funding to support disadvantaged pupils is used effectively to enhance the school's offer for them. Pupils receive purposeful help that is the most appropriate for them at that time. They also access a wide range of additional activities to support their learning outside the classroom. Leaders also work closely with the local authority to ensure that the educational and pastoral needs of looked-after children are met.

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Leadership and governance Expected standard

New leadership has accurately identified the school’s strengths and the areas requiring further development. Leaders have agreed on the most important priorities for improvement, and work is underway to address these swiftly. For example, teachers have benefited from training to improve teaching across the curriculum, including the teaching of reading.

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Leadership and governance Expected standard

Leaders have designed a comprehensive training programme that is delivered to all staff across the school. Use of in-school expertise together with collaborative work with the local authority and external partners underpin this programme, allowing leaders to put in place training that meets the needs of the school and its staff. This helps to ensure that the school meets all its statutory requirements for safeguarding and that staff's professional learning is directly linked to the school’s development plan.

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Leadership and governance Expected standard

Governors are fully aware of their statutory duties, including with regard to pupil premium funding, equalities and safeguarding. They ensure that they fulfil these effectively. Governors' work helps to ensure that decisions made by leaders are in the best interests of pupils.

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Leadership and governance Expected standard

Staff are very positive about the changes that are happening in the school. Staff say that these changes are being made in pupils' best interests. Staff appreciate how leaders implement change in a way that is mindful of their workload and wellbeing. Equally, parents and carers are very supportive of the work of the school. A number commented on the positive impact of recent changes on their children's experience of school.

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Post 16 provision Expected standard

Leaders have an accurate understanding of the strengths in the 16 to 19 study programme and the areas that require further development, including, for example, the need to embed greater consistency in sixth-form teaching. Leaders ensure that students benefit from a broad curriculum. Students undertake a number of accredited qualifications. These are well matched to their needs and woven through the post-16 curriculum.

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Post 16 provision Expected standard

Leaders ensure that the curriculum content is appropriate to meet students' needs. The curriculum is well sequenced so that students can build on their knowledge and skills step by step over time. Leaders and staff check students' knowledge and understanding of the curriculum. If necessary, they adapt their teaching or the curriculum to ensure that students make appropriate progress. For example, the curriculum has been enhanced to include more real-world situations so that subject content is meaningful and relevant to students' prior knowledge and experiences.

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Post 16 provision Expected standard

Students develop age-appropriate knowledge and skills across the curriculum and they generally achieve well. Leaders also ensure that sixth-form students take advantage of the wider 'team spirit' enrichment offer as well as work experience. Students are well prepared for adulthood and the next steps in their education beyond school.

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Curriculum and teaching Needs attention

Teaching across the curriculum is inconsistent. This is because there is variability in how well teaching meets the school's expectations for supporting and developing pupils' learning over time. This includes the teaching of phonics to pupils who are ready to learn to read and become accurate, fluent readers. Leaders have identified these issues and are taking suitable actions, including putting in place appropriate training for staff to support the development of teaching expertise. The impact of this work is still to be seen in pupils' routine experience of teaching in the classroom. Notwithstanding this variation in teaching, teachers know their pupils well and understand how to meet their complex needs. This contributes to pupils achieving well and making progress from their starting points.

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Curriculum and teaching Needs attention

The school curriculum is ambitious for all pupils. There is a clear focus on building strong foundations in communication, language, numeracy, and literacy. In addition, pupils study a broad range of subjects, with teaching building knowledge and skills in areas such as music, art, food technology and computing. Learning in the classroom is enhanced with well- chosen experiences. These help pupils to find meaning in what they are learning and support their preparation for life beyond school and adulthood. Examples of these opportunities include educational visits to museums and activities within the local community.

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What it's like to be a pupil at this school

Pupils look forward to coming to school because they feel safe and well cared for here. Pupils are greeted warmly by leaders and staff when they arrive in the morning, whether this be by organised transport or with parents and carers. Parents and transport escorts share any important information about pupils with staff to aid a smooth transition into the school day. Pupils form secure, caring, professional relationships with staff. Staff know pupils very well. Teachers and teaching assistants are quick to pick up on any factors that may affect the emotional wellbeing of pupils and they address these. This helps pupils to attend school well.

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What it's like to be a pupil at this school

Pupils play an active role in decisions that are made in their school. This may be through, for example, participation in the school council, as an ambassador, or as the head boy or girl. Pupils are keen to take on these responsibilities and are proud when they receive recognition for their achievements, for instance in the school's celebration assembly. During social times, pupils enjoy playing games or cycling with their friends. Staff supervise these activities effectively, while also helping pupils to become increasingly independent in managing their own emotions or socialising with one another. Pupils behave well throughout the school day. Bullying is very rare here, but when it does occur, it is dealt with swiftly and effectively.

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What it's like to be a pupil at this school

Pupils enjoy their learning in lessons and in the many activities the school organises to engage them in their local community. Pupils also get to enjoy additional workshops from visitors to the school, for example from the National Portrait Gallery. Teachers know pupils' learning needs well. Overall, teachers adapt their teaching so that pupils make progress in their learning from their starting points and are ready for the next steps in their education. However, while pupils generally achieve well, there are times when teaching does not match the school's expectations for pupils' learning. This leads to variation and inconsistencies in pupils' experience of teaching.

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Next steps

Leaders should ensure that staff have the knowledge and skills needed to implement the school’s curriculum as intended, and that this is done consistently by all staff. Leaders should ensure that staff have the knowledge and skills they require to consistently deliver the school's systematic synthetic phonics programme as it is intended, so that pupils become accurate and fluent readers in line with their individual goals for learning.

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About this inspection

The chair of the board of governors is Dave Worley.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty's Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the headteacher, the deputy headteacher and other senior leaders. They also spoke with the chair of governors, other members of the governing body and the local authority school improvement partner.

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About this inspection

The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Years 8 to 13 with information and engagement about approved technical education qualifications and apprenticeships.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school caters for pupils with a number of special educational needs and/or disabilities, including autism, severe learning difficulties, moderate learning difficulties, profound and multiple learning difficulties, and social, emotional and health needs.

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About this inspection

The school currently uses no alternative provision.

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About this inspection

The school has undergone a significant change since the last inspection: the headteacher of the school took up their post in January 2026.

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About this inspection

There have been no other relevant changes since the last inspection.

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Team inspectors:

Gary Pocock, Ofsted Inspector Una Buckley, His Majesty's Inspector Francis Gonzalez, Ofsted Inspector

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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What does this mean?

The type of Special Educational Needs provision provided at the school (if applicable).

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Destinations after 16

Percentage of pupils staying in education or employment for at least 2 terms after the end of secondary school (key stage 4).

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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