Riverside School

What Ofsted said

From the inspection on 15 April 2026

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. 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. 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.

What the school should improve

• 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.

Read the full Ofsted report (opens in a new tab)