Riverside School, Tadcaster

Riverside School, Tadcaster

Address: Wetherby Road, Tadcaster, North Yorkshire, LS24 9JN Unique reference number (URN): 145822

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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 Expected standard

The school provides a sense of community. Pupils enjoy coming to school. This is reflected in pupils' positive attendance rates. Processes and procedures around attendance are robust. Leaders analyse attendance data and use it to inform their actions. They identify trends and patterns so that they can provide the right support to pupils and their families. Leaders recognise that attendance is key to ensuring that pupils, particularly those who face barriers to their learning and/or wellbeing, achieve all that they can. They work closely with parents, carers and external partners to improve attendance. Leaders are working to further reduce absence for a small number of pupils who find it difficult to attend well and for absences that are linked to holidays taken during term time.

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Attendance and behaviour Expected standard

Pupils behave well around the school. This is because leaders have established a culture of high expectations. These are understood by staff and pupils and typically followed well. Pupils behave well and show a positive attitude to their learning. The school environment is calm. Pupils demonstrate manners and kindness. Parents and pupils are confident that when they raise a concern, including around behaviour or bullying, leaders deal with this swiftly.

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Curriculum and teaching Expected standard

Leaders have ensured that there is a well-ordered, broad curriculum offer for pupils. This is taught by teachers with subject expertise. Staff are passionate about the subjects that they teach. As a result, pupils are enthusiastic about their learning across a range of subjects. They feel this prepares them well for secondary school. Lessons are generally well taught. Staff typically present new information clearly. They check what pupils understand effectively, using quizzes to support pupils to retain important knowledge. Pupils with special educational needs and/or disabilities are typically supported to engage well in lessons. When pupils find learning difficult, support is usually put in place to help them.

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Curriculum and teaching Expected standard

Leaders have prioritised the curriculum in mathematics. This has had a positive impact on pupils’ engagement and learning, including their understanding of number. Pupils are taught to read well from the early years onwards. Support for pupils who struggle to read is effective. Leaders are rightly focused on further building pupils’ skills in writing so that they are able to write fluently. Staff have recently received training to further improve the teaching of writing. However, for some pupils, including those who are disadvantaged, gaps in key areas of learning remain.

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Early years Expected standard

Children settle quickly in the early years. This is because staff build warm and supportive relationships with children and their families. Staff have designed a calm and purposeful environment where pupils feel safe to explore and become independent. Children quickly learn to play well together and to share. Clear routines help children to focus during teaching time. The curriculum is ambitious for children. It focuses on building strong foundations in communication and number. Staff quickly identify children’s starting points. They use assessment to identify any gaps in children’s learning and development and adapt the provision to meet their needs.

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Early years Expected standard

Children enjoy the range of activities they experience across each area of learning. They develop skills to help them to control larger and smaller equipment so that they can apply this in their learning. For example, children learn how to develop their control of mark- making equipment. Staff make deliberate choices about the activities that children need to develop their skills in reading, writing and mathematics. Leaders have worked with staff on developing high-quality interactions with children. These generally happen across the early years. Typically, children leave the early years ready for Year 1. Children, including those with special educational needs, are supported to make progress from their starting points.

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Inclusion Expected standard

Staff generally identify barriers to pupils' learning and/or wellbeing quickly and accurately. This means that pupils, including those with special educational needs and/or disabilities (SEND), benefit from the support that they need to help them to learn well. The school’s specially resourced provision for pupils with SEND, the Beacon, makes a positive difference to pupils who attend it. They engage well in learning and benefit from a calming and supportive learning space.

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Inclusion Expected standard

Leaders work in partnership with parents and carers to help pupils to get the support that they need. Leaders draw on the expertise of professionals to make sure that the right goals are set for pupils. Leaders ensure that staff receive the training and support that they need. Staff adapt lessons and approaches to learning, both for pupils with SEND and those who face barriers to their learning and/or wellbeing. Leaders monitor and evaluate the impact of this work, which allows them to identify where developments need to be made. They make sure that pupils get equal access to the support and opportunities that the school offers. Additional funding for disadvantaged pupils is used to support participation in activities beyond the academic and educational visits. This also supports pupils’ wellbeing through social and emotional support.

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Personal development and wellbeing Expected standard

There is a comprehensive programme focused on developing pupils into active citizens, aligned with the school's vision. Through this curriculum, pupils develop their understanding of difference and tolerance. They enjoy talking about aspects of this in their family groups each week. Pupils learn about different faiths through visits to places of worship. They develop respect for others and understand different forms of discrimination. Pupils talk confidently about consent and have a developed understanding of healthy and unhealthy relationships. Leaders have ensured that pupils know how to stay safe online. Pupils also have an awareness of the dangers in their locality. This includes water safety and how to stay safe near the local river.

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Personal development and wellbeing Expected standard

Leaders ensure that pupils develop their skills and experiences for life beyond the classroom. Pupils enjoy taking on leadership roles. Through these roles, pupils feel their voice is heard and that they make a positive difference to the school. Pupils learn about democracy and the way in which the school council plays an active part in school life. There is a clear focus on supporting pupils' social and emotional needs and development. This is

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Needs attention

underpinned by leaders’ knowledge of pupils and the warm relationships that pupils benefit from with staff. A range of approaches, including 'soft starts', breakfast provision and interventions to support pupils’ mental health needs, help pupils to develop confidence and succeed.

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Needs attention

Leaders have considered the offer of extra-curricular activities carefully. There is a focus on pupils being supported to broaden their horizons and develop new interests. Clubs include sporting activities, cooking and craft. Pupils also attend 'sleepovers' and residentials. Leaders ensure that pupils are included and supported to attend these experiences. For example, leaders have thought carefully about the timings of clubs so that they remove barriers to some pupils attending.

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Achievement Needs attention

Outcomes for pupils in national tests at the end of key stage 2 are broadly in line with national averages. However, over time, disadvantaged pupils have not achieved as well as their peers. Some disadvantaged pupils do not develop the important knowledge and skills that they need. This is particularly evident in writing. These gaps in attainment have not been typically identified or addressed promptly. Despite leaders' recent training for staff, these gaps are not closing quickly enough for a small proportion of pupils. This is preventing them from achieving all that they can, particularly in writing.

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Achievement Needs attention

Leaders’ focus on mathematics has had a positive impact on outcomes for pupils in the Year 4 multiplication tables check. Pupils’ achievement in phonics over time reflects the typically secure phonics knowledge that pupils leave key stage 1 with. Most pupils, including those with special educational needs and/or disabilities, those who are disadvantaged and those who may face barriers to learning, generally make progress through the wider curriculum from their starting points.

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Leadership and governance Needs attention

Those responsible for governance are unclear about what the school does well, what its main priorities are or how they oversee its work. While governors can articulate some understanding of their roles, they do not hold school leaders to account effectively. As a result, leaders' processes and procedures are not always implemented in a sufficiently robust or consistent way. Leaders have an understanding of the school's context, its areas of strength and its areas for development. However, the school's systems and processes that ensure leaders check on vulnerable pupils regularly are not followed with enough rigour. This can impact on the oversight that leaders have of all pupils.

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Leadership and governance Needs attention

Leaders have prioritised actions for improvement that have improved the school’s curriculum and its wider offer to pupils. Leaders demonstrate the professional behaviours they expect from others. They have children’s best interests at heart. Staff, in the main, have a high expectation of what pupils can achieve. Staff feel they benefit from a range of professional learning opportunities, and the impact of this can be seen in teaching. Staff feel strongly that their workload and wellbeing are considered by leaders. They are very positive about how leaders support them. Teachers in the early stages of their careers feel very supported in school. Leaders have ensured that the newly established team in the early years has received the training they need to develop the expertise required to effectively meet statutory requirements.

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Leadership and governance Needs attention

Relationships with parents and the wider community are positive. Parents and the wider community actively engage in school life. Parents feel that they are part of the school community. Leaders work with a range of professionals to seek the support that pupils need.

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

Pupils are happy at Riverside School. They appreciate the support and care that they receive. They feel safe and know who to talk to if they have a worry. Pupils know what is expected of them. They follow the school's rules well. Pupils act with integrity and demonstrate positive manners towards adults and their peers. They develop independence and learn to share, which includes children in the early years. Most pupils attend well. They understand the importance of coming to school regularly so that they do not miss important learning. However, leaders' systems and processes for checking on the wellbeing of pupils who have been absent for long periods of time are not as effective as they might be.

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

Pupils who are disadvantaged and those who may face barriers to their learning and/or wellbeing benefit from appropriate support. The 'Acorn room' provides pupils with an opportunity for a daily 'soft start'. This helps them to be ready to engage in learning. Pupils, including those who attend the Beacon provision, enjoy their lessons. They talk about their learning with confidence. Children in the early years are well prepared for the next stage of their learning. Most pupils achieve well. Outcomes in national assessments at the end of key stage 2 reflect this. However, some pupils, including those who are disadvantaged, do not learn the skills that they need in writing as quickly as they should. Leaders have taken steps to strengthen the teaching of writing, but this remains a priority for improvement.

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

Pupils experience a sense of belonging at the school. They engage in a broad range of activities. This includes sporting activities, craft club and choir. Pupils are enthusiastic about their leadership responsibilities. School council members are proud of the changes that they initiate in school. The 'playtime squad' helps younger children at breaktime. Pupils feel that they are well supported in school. Any incidents of poor behaviour are managed well by adults. Pupils know about the different types of bullying. Instances of this are rare and always taken seriously.

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Next steps

Leaders should formalise and ensure consistent implementation of their procedures and processes so that every pupil is adequately supported and challenged. Leaders, including governors, should ensure that the strategic direction for the school is clearly defined and that they have a secure understanding of the school’s strengths and

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Team inspectors:

Sinead Fox, Ofsted Inspector Shameem Hussain, 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. areas for development so that they can take appropriate action to drive improvement across all areas of the school’s work. Leaders should ensure that pupils, particularly disadvantaged pupils, develop the foundational knowledge that they need, especially in spelling and handwriting, so that they achieve all that they can by the end of key stage 2.

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About this inspection

This school is part of The Yorkshire Learning Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Ian Yapp, and overseen by a board of trustees, chaired by Nick Sheppard.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005. 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 senior leaders, governors, the chair of trustees and the school's improvement advisor during the inspection.

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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 includes a specially resourced provision for pupils with special educational needs and/or disabilities. This provision caters for up to 8 pupils with communication and interaction and social, emotional and mental health needs.

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About this inspection

The school does not currently make use of any alternative provision.

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About this inspection

Headteacher: Nick Styles This data is from 6 May 2026

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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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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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average

2024/25 (final) 64% 62% Close to average

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average

2023/24 (final) 53% 61% Close to average

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average

2022/23 (final) 56% 60% Close to average

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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average

2023/24 (final) 75% 74% Close to average

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average

2022/23 (final) 70% 73% Close to average

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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average

2024/25 (final) 77% 72% Close to average

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national average

2023/24 (final) 69% 72% Close to average

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national average

2022/23 (final) 74% 71% Close to average

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2024/25 (final) 70% 74% Close to average

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average

2023/24 (final) 76% 73% Close to average

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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average

2023/24 (final) 50% 46% Close to average

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average

2022/23 (final) 33% 44% Close to average

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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average

2022/23 (final) 50% 60% Close to average

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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average

2023/24 (final) 67% 58% Close to average

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average

2022/23 (final) 50% 58% Close to average

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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average

2023/24 (final) 67% 59% Close to average

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national average

2022/23 (final) 50% 59% Close to average

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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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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national average

2024/25 (3 term) 5.0% 5.2% Close to average

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national average

2023/24 (3 term) 5.2% 5.5% Close to average

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national average

2022/23 (3 term) 5.2% 5.9% Close to average

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Persistent absence

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

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national average

2024/25 (3 term) 12.8% 13.0% Close to average

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national average

2023/24 (3 term) 13.9% 14.6% Close to average

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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

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Urgent improvement

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